THE 


TEACHER'S    ASSISTANT, 


liinis  anii 

c.x' 
IN  SCHOOL  DISCIPLINE  AND  INSTRUCTION; 


A  SERIES  OF  FAMILIAR  LETTERS  TO  ONE  ENTERING 
UPON  THE  TEACHER'S   WORK. 


BY    CHARLES    N.ORTIIEXD,    A.M., 

AUTHOR   OF   "  THE   TEACUER  AND    PARENT,"     ETC. 


BOSTON: 
CROSBY      A  NO      XT  C  H  O  L,  S  , 

117      W  A  S  II  I  X  < ;  T  <  >  X      S  T  l;  t  K  T  . 

1863. 


Entered  according  to  Act  of  Congress,  in  the  year  18f>9,  by 

CROSBY,    NICHOLS,    4    CO., 
in  the  Clerk's  Office  of  the  District  Court  of  the  District  of  MasxachusetN 


University  Press,  Cambridge  : 
Electrotype*!  aud  I'rinU-'l  by  Welch,  Bigelow,  &  Co. 


TO  THE 

Hox.  JOHN  D.  PHILBRICK, 

LATE    SUPERINTENDENT   OF   COMMON   SCHOOLS   IN    CONNECTICUT, 
NOW  SUPERINTENDENT  OF  THE  PUBLIC  SCHOOLS  OF  BOSTON, 

THIS   VOLUME 

IS  AFFECTIONATELY   DEDICATED, 

AS  A   MEMENTO   OF   MANY    FRIENDLY   HINTS   AJSD   KINDLY   AIDS, 
RECEIVED    DURING    NEARLY    A    SCORE    OF    YEARS, 

BY   HIS   FELLOW-LABORER  AND  FRIEND, 


PREFACE. 


THIS  volume  owes  its  existence,  in  part  at  least, 
to  a  request  from  a  friend  of  the  author  to  furnish 
advice  and  hints  on  one  or  two  points  connected 
with  teaching.  In  complying  with  the  request,  it 
occurred  to  the  writer  that  a  series  of  familiar 
letters  in  reference  to  school  duties  and  school 
exercises  might  prove  beneficial  to  many.  The 
idea  has  resulted  in  the  preparation  of  this  book, 
which  is  presented  to  the  public,  and  particularly 
to  teachers,  with  the  hope  that  it  may  prove  both 
acceptable  and  useful.  The  several  letters  have 
been  written  with  special  regard  to  the  wants  and 
wishes  of  those  whose  experience  has  been  quite 
limited  and  brief.  They  embody  such  views  and 
contain  such  suggestions  as  a  long  and  varied  ex- 
perience in  teaching  has  commended  to  the  author 
as  valuable. 

It  is  not  offered  as  a  perfect  guide  to  teaching,— 

nor  as  a  work  whose  hints  and  methods  may  be 
i* 


VI  PREFACE. 

adopted  under  all  circumstances,  —  for  no  teacher 
should  be  a  servile  imitator  or  an  exact  copyist.  It 
is  hoped,  however,  that  as  a  suggestive  work  it  m;iy 
accomplish  somewhat  for  the  class  for  whom  it  is 
prepared  ;  and  if  it  shall  tend  to  awaken  in  the 
mind  of  any  teacher  more  exalted  views  of  his 
calling,  or  impart  more  correct  ideas  of  school  man- 
agement and  school  instruction,  it  will  not  have 
been  written  in  vain. 

Such  as  it  is,  the  author  commends,  it  to  the 
kindly  consideration  of  teachers,  assuring  them  that 
his  heart  is  in  full  sympathy  with  them  in  their 
efforts  to  discipline  and  instruct  the  youth  intrusted 
to  their  charge.  Engaged  in  a  noble  work,  may 
they  earnestly  and  constantly  seek  for  higher  and 
better  qualifications,  so  that  they  may  prove  honor- 
able and  honored  members  of  a  profession  of  no 
mean  importance. 


W  BniTAix,  CT.,  Juno,  18.50. 


CONTENTS. 


LETTER    I. 

PAOR 

THE  TEACHER'S  VOCATION 9 

LETTER     II. 

PATIENCE.  —  EXEMPLARY    CHARACTER  AND   DEPORTMENT    .  .         14 

LETTER     III. 

CHEERFULNESS. —  LOVE   FOR  THE   WORK,  ETC 21 

LETTER    IV. 

MEANS   OF   PROFESSIONAL  IMPROVEMENT 31 

LETTER     V. 

SCHOOL  DISCIPLINE  AND   SCHOOL   MANAGEMENT     ....         42 

L  E  T  T  E  R    V  I. 

PARENTAL   CO-OPERATION G7 

LETTER    VII. 

MORAL  INSTRUCTION 72 

LETTER     VIII. 

ORAL   TEACHING " 87 

LETTER    IX. 

RECITATIONS         .  .  . (M 

L  E  T  T  E  R     X  . 

OBJECT    LESSONS 107 

L  E  T  T  E  R     XI. 

READING 1.".0 

L  E  T  T  E  R     XII.' 

SPELLING 152 


Mil  CONTENTS. 

LETTER    XIII. 

PENMANSHIP 170 

LETTER    XIV. 

GRAMMAR 181 

LETTER    XV. 

COMPOSITION 196 

LETTER     XVI. 

•         GEOGRAPHY 212 

LETTER    XVII. 

ARITHMETIC 235 

LETTER    XVIII. 

BOOK-KEEPING.  —  PHYSIOLOGY.  —  DRAWING. —  HISTORY,    KTC.       .      252 

LETTER    XIX. 

DECLAMATION.  —  STUDY   OF   NATURE  AND   OF   WORDS,    ETC.  .      273 

LETTER    XX. 

PRIMARY   SCHOOLS 288 

LETTER    XXI. 

HABITS 302 

LETTER    XXII. 

SCHOOL   EXAMINATIONS  .AND    EXHIBITIONS  .      308 


APPENDIX. 

MANUAL   OF   SCHOOL   DUTIES 319 

MULES    FOR  TEACHERS 324 

QUESTIONS    FOR    SELF-EXAMINATION 320 

HULKS    FOR   SCHOLARS 32!) 

RULES    AND    REGULATIONS    APPLYING    TO   TEACHERS   AND    PUPILS  331 

BOOKS    FOR   TEACHERS 331 

BOOKS    FOR   SCHOOL    LIBRARIES 341 

RULES    AND    REGULATIONS   FOR   SCHOOL   LIBRARIES     .  .  .  347 

APPARATUS,    SCHOOL    MOTTOES,    RECORDS,    KTC 34'J 


LETTER    I. 

THE   TEACHER'S   VOCATION. 

MY  DEAR  FUIEND  :  — 

1  AM  glad  to  learn  that  you  have  decided  to  de- 
vote yourself  to  the  business  of  teaching ;  —  glad 
because  it  is  a  noble  work,  and  still  more  glad 
because  I  feel  that  you  possess  many  traits  which 
tend  to  fit  you  for  your  chosen  calling.  You  ask 
me  for  advice  on  several  points, —  assuring  me  that 
you  wish,  in  every  possible  way,  to  increase  your 
qualifications.  The  very  fact  that  you  are  desirous 
of  learning  what  you  can  in  relation  to  your  duties, 
is  one  of  the  surest  indications  that  you  will  succeed 
in  their  performance.  It  is  a  lamentable  fact,  Ilia t 
many  persons  engage  in  teaching  without  any  just 
sense  of  its  importance,  —  without  any  natural  or 
acquired  fitness  for  the  duties  to  be  performed,  and 
without  the  least  desire  to  become  more  enlightened. 
It  has  been  from  such  persons  that  the  teacher's  pro- 
fession, and  the  community,  have  long  and  greatly 
suffered. 

It  will  afford  me  sincere  pleasure  if  1  can  be  in 
anv  degree  instrumental  in  awakening  any  n<'\v 


10  THE  TEACHER'S  ASSISTANT. 


The  Nature  of  the  Work. 


ideas  in  your  own  mind,  or  in  suggesting,  as  the 
result  of  my  own  experience  and  observation,  any 
hints  or  plans  that  may  be  serviceable  to  you.  In 
my  own  plain  way,  I  will  endeavor  to  comply  with 
your  wishes. 

At  the  very  outset,  let  me  urge  you  well  to  con- 
sider the  nature  and  importance  of  your  contem- 
plated mission.  Without  a  true  understanding  of 
the  work  to  be  performed,  it  would  be  in  vain  to 
expect  any  very  favorable  results.  Some  seem  to 
imagine  that  to  "  teach  school "  is  merely  to  spend 
six  hours  daily,  for  six  days  in  the  week,  in  asking 
questions,  hearing  answers,  and  preserving  a  tol- 
erable degree  of  stillness  in  the  school-room.  No 
very  special  results  are  thought  of,  no  very  desirable 
ones  are  realized.  A  certain  formal  round  of  daily 
duties  is  performed  in  a  very  formal  and  heartless 
manner.  But  with  you,  1  am  quite  sure,  it  will  be 
different.  I  am  confident  that  you  wish  to  know 
your  duty,  and  also  to  perform  it.  The  faithful 
teacher's  work  is  a  glorious  0110,  both  in  its  nature 
and  in  its  results.  We  admire  the  skill  of  the  art- 
ist, who  causes  the  inanimate  canvas  to  exhibit  life- 
like expressions  ; —  and  yie  sculptor  who,  from  the 
shapeless  and  lifeless  stone,  succeeds  in  producing 
tin1  image  and  semblance  of  the  human  form  and 
features,  is  deemed  worthy  of  high  honors  and  re- 
wards. And  this  is  well  :  we  would  not  have  it 
otherwise.  J>ut,  while  we  are  ready  and  willing  to 
acconl  to  these  the  rich  meeds  of  praise,  we  would 
not  l»e  unmindful  of  him  who  mould-;  and  develops 


•THE  TEACHER'S  VOCATION.  11 

Dr.  Channing's  Views. 

the  living  mind,  —  and  to  the  faithful  and  successful 
teacher  we  woiild  give  the  highest  rank  and  the  truest 
and  most  lasting  honors. 

To  the  instructor  is  committed  the  tender  and 
impressible  mind  of  childhood.  It  is  his  to  mould 
and  instruct ;  to  fill  with  true  and  useful  knowledge  ; 
to  illumine  with  the  light  of  science  ;  to  purify  and 
ennoble  with  the  full  rays  of  moral  truth  ;  to  fortify 
against  the  errors  and  the  evils  which  will  assail  it ; 
to  fashion  and  discipline  for  wise,  virtuous,  and 
useful  action,  so  that  he  may  be  made  to  "  honor 
and  glorify "  his  Creator.  To  take  the  child  of 
to-day,  in  all  his  ignorance,  weakness,  and  depend- 
ence, exposed  to  evil  influences  and  temptations  on 
every  hand,  and  lead  him  on  through  the  devious 
and  dangerous  paths  of  childhood  and  youth,  and 
finally  place  him  upon  the  battle-field  of  life  a  true- 
hearted  and  intelligent  being,  richly  furnished  with 
those  traits  and  qualities  which  will  nerve  and 
strengthen  him  to  "act  well  his  part  in  life,"-  — to 
do  all  this  is  the  high  privilege  and  duty  of  the 
teacher  ;  and  is  it  not  a  noble  and  godlike  work  ? 

The  lamented  Dr.  Clmnning  thus  expressed  his 
views  of  the  teacher's  work:  "-There  is  no  oflice 
higher  than  that  of  a  teacher  of  youth,  for  there  is 
nothing  on  earth  so  precious  as  the  mind,  soul,  and 
character  of  the  child.  No  oflice  should  be  regarded 
with  greater  respect.  The  first  minds  in  a  commu- 
nity should  be  encouraged  to  assume  it.  Parents 
should  do  all  but  impoverish  themselves  to  induce 
such  to  become  the  guardians  of  their  children. 


12  THK  TEACHER'S  ASSISTANT.- 

Jupiter  crowns  the  Teacher. 

They  should  never  have  the  least  anxiety  to  accu- 
mulate property  for  their  children,  provided  they  can 
place  them  under  influences  which  will  awaken  their 
faculties,  inspire  them  with  higher  principles,  and 
fit  them  to  bear  a  manly,  useful,  and  honorable  part 
in  the  world.  No  language  can  express  the  folly  of 
that  economy,  which,  to  leave  a  fortune  to  a  child, 
starves  his  intellect  and  impoverishes  his  heart." 

It  is  said  that,  when  "  Jupiter  offered  the  prize  of 
immortality  to  him  who  was  most  useful  to  man- 
kind, the  court  of  Olympus  was  crowded  with  com- 
petitors. The  warrior  boasted  of  his  patriotism,  but 
Jupiter  thundered ;  the  rich  man  boasted  of  his 
munificence,  and  Jupiter  showed  him  a  widow's 
mite ;  the  pontiff  held  up  the  keys  of  heaven,  and 
Jupiter  pushed  the  doors  wide  open ;  the  painter 
boasted  of  his  power  to  give  life  to  inanimate  canvas, 
and  Jupiter  breathed  aloud  in  derision ;  the  orator 
boasted  of  his  power  to  sway  a  nation  with  his  voice, 
and  Jupiter  marshalled  the  obedient  hosts  of  heaven 
with  a  nod ;  the  poet  spoke  of  his  power  to  move 
even  the  gods  by  praise,  Jupiter  blushed  ;  the  mu- 
sician claimed  to  practice  the  only  human  science 
tbat  had  been  transported  to  heaven,  Jupiter  hesi- 
tated ;  when,  seeing  a  venerable  man  looking  with 
intense  interest  upon  the  group  of  competitors,  but 
presenting  no  claim,  —  'What  art  thouV  said  the 
benignant  monarch.  'Only  a  spectator,'  said  the 
gray-headed  sage  ;  — '  all  these  were  once  my  pu- 
pils.' '  Crown  him!  crown  him!'  said  Jupiter; 
'  crown  the  faithful  Teacher  with  immortality,  and 
make  room  for  him  nt  mv  right  hand.'  " 


THE  TEACHER'S  VOCATION.  13 


Object  of  Education. 


Some  one  has  well  said,  "  The  real  object  of  edu- 
cation is  to  give  children  resources  that  will  endure 
as  long  as  life  endures ;  habits  that  time  will  ame- 
liorate, not  destroy ;  occupations  that  will  render 
sickness  tolerable,  solitude  pleasant,  age  venerable, 
life  more  dignified  and  useful,  and  death  less  terri- 
ble." Let  this  not  be  forgotten,  but  let  it  be  your 
daily  aim  and  effort  to  impress  upon  the  minds  of 
your  pupils.a  true  appreciation  of  the  object  of  life. 
Teach  them  by  precept  and  by  example  how  to  live, 
so  that  they  may  wisely  act  their  parts  in  this  life, 
and  by  a  timely  and  faithful  performance  of  present 
duties,  be  constantly  and  surely  ripening  for  a  higher 
and  nobler  existence  when  time  shall  be  no  more. 

I  might  enlarge  upon  the  magnitude  and  impor- 
tance of  the  teacher's  mission,  but  it  may  not  be 
necessary.  You  have,  I  doubt  not,  well  considered 
the  subject;  or  if  you  have  not  already  done  so, 
1  beg  that  you  will,  for  unskilled  or  rude  hands 
should  never  touch  "  the  strings  of  that  harp  whose 
vibrations  are  felt  in  eternity." 

In  my  next  letter  1  will  call  your  attention  to 
SOUK;  of  the  more  prominent  characteristics  essential 
to  the  truly  successful  teacher,  without  which  the 
highest  literary  talent  and  culture  will  prove  of  but 
little  worth.  With  the  earnest  and  sincere;  hope 
that  you  will  prayerfully  ponder  the  nature  of  the 
responsibilities  you  are  about  to  assume,  I  remain, 
as  ever, 

Your  sincere  friend, 

C. 


LETTER    II. 

PATIENCE.  —  EXEMPLARY     CHARACTER     AND 
DEPORTMENT. 

Mr  DEAR  FRIEND  :  — 

IN  my  last  I  promised  to  write  in  relation  to  some 
of  the  characteristics  essential  to  insure  success  on 
the  part  of  the  teacher.  You  evidently  wish  to 
know  what  you  shall  be,  as  well  as  what  and  how 
you  shall  t/o,  in  your  chosen  work.  I  need  not 
speak  of  the  necessity  of  accurate  and  varied  liter- 
ary attainments.  It  would  be  absurd  for  any  one  to 
undertake  to  teach  that  which  he  does  not  himself 
understand.  A  thorough  and  exact  comprehension 
of  all  the  branches  to  be  taught  is  of  the  utmost  im- 
portance; and  if  an  extensive  stock  of  miscellaneous 
knowledge  can  bo  added  to  this,  so  much  the  better. 
As  is  the  fountain,  so  will  be  the  streams  flowing 
therefrom.  Without  dwelling  upon  this  point,.  1 
will  proceed  to  designate  some  of  the  traits  which 
you  should  carefully  and  earnestly  cultivate. 

PATIENCE.  —  If  there  is  any  work  that  calls  loudly 
and  constantly  for  the  exercise  of  patience,  it  is  that 
of  the  teacher.  Jlis  labors  are  arduous  under  the 


PATIENCE.  l.r> 

Professor  Huntington. 

most  favoring  and  favorable  circumstances.  The 
good  seed  sown  in  the  school-room  during  the  day 
may  l>e  rooted  up  by  other  hands  in  the  evening, 
and,  more  than  this,  tares  may  be  sown  instead. 
Day  after  day  will  you,  my  friend,  be  called  upon  to 
undo  and  do  over ;  and  at  times  your  very  soul  will 
almost  sink  within  you,  and  exhausted  Patience  be 
ready  to  take  her  flight.  But  let  her  depart  not. 
In  the  expressive  words  of  another,*  "  Lift  up  your 
eyes  to  the  fields  ;  they  arc  white  already  to  harvest. 
"With  the  blessing  of  Providence  go  to  the  field  of 
your  slow,  patient  work.  That  slowness  of  the  re- 
sult may  be  the  bitterest  element  in  the  discipline. 

'  To-morrow  !  and  to-morrow  !  and  to-morrow  ! 
Creeps  in  this  petty  pace  from  day  to  day, 
To  the  last  syllabic  of  recorded  time.' 

Be  content  to  wait  for  Him  with  whom  ages  are 
</«//$,  and  in  due  season  ye  shall  reap  if  ye  faint  not. 
(!o  out  with  faith,  with  supplication.  Ye  shall 
come  again  in  the  jubilt-o  and  sabbath  of  the  res- 
urrection, rejoicing." 

You  have  an  earnest  desire  to  improve,  to  become- 
a  successful  and  accomplished  teacher.  This  is 
well.  Without  such  desire  you  would  be  an  un- 
worthy member  of  your  chosen  profession.  .  The 
ureat  thing  is  to  have  your  desire  controlled  and 
modified  bv  existing  circumstances.  You  wish  to 
have  your  pupils  advance  rapidly,  —  to  excel.  In 
your  haste  to  have  tlx-m  do  so,  be  not  guilty  of 


ProtVs-ior  Huntinpton. 


16  THE  TEACHER'S  ASSISTANT. 


Anecdote  of  tin  Irish  Loci. 


overtasking  them,  or  of  losing  your  patience.  Do 
not  forget  that  children  often  arrive  at  results  by 
slow  and  tedious  processes.  Refer  to  your  own 
experience.  It  has  been  only  by  many  long  years 
of  patient  effort  that  you  have  gained  a  mastery  of 
the  subjects  you  undertake  to  teach.  To  you  they 
are  now  perfectly  familiar,  but  remember  that  this 
familiarity  was  not  gained  in  a  day.  It  was  only 
by  long-continued  effort  that  you  acquired  your 
present  stock  of  knowledge.  As  you  consider  this, 
you  will  learn  to  be  patient  with  the  little  ones,  even 
when  they  seem  to  be  intolerably  dull  and  stupid. 
Be  very  careful  to  discriminate  between  what  may 
be  called  dulncss  and  that  which  is  really  nothing 
but  heedlessncss.  Never  censure  a  pupil  for  failing, 
for  the  fiftieth  time,  to  comprehend  a  principle,  if 
you  are  sure  he  is  doing  as  well  as  he  can.  Some 
minds  are  exceedingly  sluggish  in  their  movements, 
—  some  naturally  so,  and  others  by  mere  habit. 
The  former  should  be  dealt  with  in  the  most  kindly 
and  alluring  manner,  while  a  degree  of  sharpness 
may  not  only  be  allowable,  but.  desirable,  towards 
the  latter.  I  have  somewhere  seen  an  anecdote 
illustrating  my  point  in  part.  A  certain  teacher 
bad  among  her  pupils  a  little  Irish  lad.  She  was 
endeavoring  to  teach  him  the  letters  of  the  alphabet  ; 
but,  though  an  honest  boy,  he  seemed  to  learn  MTV 
slowly.  After  much  patient  effort,  she  succeeded  in 
making  him  acquainted  with  all  the  letters  but  j> 
and  (/.  The  little  fellow  could  not  comprehend 
these,  and,  time  and  again,  confounded  the  two.  In 


EXEMPLARY    CHARACTER    AND    DEPORTMENT.          17 
Nature's  Teachings. 

an  unguarded  moment,  after  he  had  repeatedly  mis- 
called the  letters,  the  teacher  shook  him,  somewhat 
passionately,  and  said,  in  tones  of  censure,  "  Pat- 
rick, will  you  never  learn  your  letters  ?  "  With 
most  imploring  looks  and  words,  —  such  as  that 
teacher  will  never  forget,  —  he  said,  "P/ase,  ma'am, 
if  you  will  say  them  a  little  asier  I'll  thry"  Can 
you  not  learn  a  lesson  from  this  ?  For  wilful  or 
heedless  inattention,  it  may  be  right  to  reprove  se- 
verely ;  but  never  for  natural  dulness. 

Every  hour  of  almost  every  day  will  your  patience 
be  taxed,  and  sometimes,  seemingly,  beyond  the 
power  of  endurance.  But  be  not  overcome.  Let 
patience  have  her  perfect  work,  and  be  not  guilty  of 
word,  feeling,  or  act  that  will  need  to  be  repented 
of.  Recollect  that  young  minds  develop  slowly, 
and  ever  be  willing  to  follow  nature's  teachings,  — 
"  First  the  blade,  then  the  car,  after  that  the  full 
corn  in  the  ear." 

EXEMPLARY  CHARACTER  AND  DEPORTMENT.  —  To 
one  whose  demeanor  and  habits  are  so  correct  as  I 
know  yours  to  be,  it  may  seem  out  of  place  to  say  a 
word  under  this  head.  And  yet,  if  possible,  I  would 
have  you  feel  still  more  strongly  the  extent  and 
force  of  example  in  teaching.  No  one  can  exist  in 
and  for  himself  alone.  Parts  of  a  mighty  whole, 
each  individual  contributes  to  its  general  character 
:md  condition,  and  no  individual  part  can  deviate  or 
become  remiss  without  causing  the  whole  to  suffer. 

You  know  how  prone  the  young  are  to  be  aftected 

2* 


18  THE  TEACHER'S  ASSISTANT. 

Force  of  Example. 

by  the  habits  and  views  of  their  parents  ;  and  though 
the  elTect  of  good  and  faithful  parental  instruction 
and  example  may,  for  a  time,  appear  lost  or  inefli- 
cacious,  yet  it  is  as  sure  to  become  visible  and  force- 
ful, at  some  future  time,  as  good  seed,  seasonably 
and  properly  sown,  is  sure  to  germinate  and  bear 
fruit,  it  may  be  an  hundred-fold.  And  if  a  parent's 
influence  is  so  great,  it  must  be  admitted  that  the 
teacher,  who  for  so  largo  a  portion  of  time  stands 
"in  the  place  of  parents"  for  a  whole  neighbor- 
hood, must  exert  a  power,  for  good  or  ill,  which  is 
truly  immense.  Do  not,  my  dear  fj-iend,  forget  that 
you  are  daily  surrounded  by  young  and  tender 
minds,  whose  very  being  is  intimately  connected 
with  yours.  A  hasty  word  or  act,  an  unkind  look, 
a  slight  deviation  from  the  true  path  of  duty,  an 
improper  or  careless  expression,  or  any  kind  or  de- 
gree of  unfaithfulness,  on  your  part,  may  be  instru- 
mental of  never-ending  consequences,  even 

"  As  a  pebble  in  the  streamlet  scant 

Has  turned  the  course  of  many  a  river,  — 
A  dew-drop  on  the  infant  plant 

Has  warped  the  giant  oak  for  ever." 

As  you  enter  the  school-room,  ever  bear  in  mind 
that  the  eyes  of  your  pupils  arc  upon  you  to  notice 
every  movement,  —  their  cars  open  to  catch  every 
tone  of  your  voice.  They  spend  more  of  their  time, 
daily,  under  your  immediate  influence  and  discipline, 
than  they  do  under  the  immediate  care  and  observa- 
tion of  their  parents.  To  a  great  extent  you  will 
be  their  exemplar.  Earnestly  strive  to  be  a  worthy 


EXEMPLARY    CHAKACTEB    AND    DEPORTMEXT.          19 

Anecdotes. 

one.  Let  all  your  movements,  expressions  of  coun- 
tenance, tones  of  voice,  your  entire  bearing,  be  such 
as  they  may  safely  imitate.  What  you  are,  such, 
in  a  good  degree,  they  will  become.  If  you  arc 
fretful,  unkind,  impatient,  they  will  partake  of  the 
same  spirit.  Said  a  little  girl,  "  Mother,  I  try  to 
love  my  teacher,  but  she  gets  angry  in  school  and 
speaks  unpleasantly,  and  then  I  find  it  very  hard  to 
love  her.  Is  it  right  to  get  angry,  mother  ?  "  How 
natural,  and  yet  how  significant.  If  teachers  could 
only  be  unseen  listeners  to  the  conversation  of  a 
group  of  their  jroung  pupils,  how  many  useful  les- 
sons might  they  learn ! 

As  your  pupils  return  to  their  several  homes  at 
night,  you  will  not  be  forgotten.  At  the  tea-table 
or  by  the  fireside,  (must  I  say  store-side  ?)  your 
sayings  and  doings  will  form  prominent  topics  for 
discussion ;  and  the  happiness  of  the  little  ones 
will  be  increased  or  diminished  just  in  proportion  to 
your  fidelity  and  kindness,  or  to  your  deficiencies. 
"  I  love  to  go  to  school,  now,"  said  little  Gcnevra, 
"  for  my  new  teacher  is  so  kind  and  so  pleasant  that 
she  makes  me  feel  happy.  She  is  not  cross,  as  my 
other  teacher  was,  but  she  always  tries  to  help  me. 
I  love  her  dearly,  and  I  mean  to  do  all  I  can  to 
please  her."  These  words  were  uttered  to  Mary, 
who  attended  another  school  having  a  very  different 
teacher.  As  she  heard  the  remarks,  she  looked  sad, 
and  said,  '"  I  wish  I  could  go  to  your  school,  for  my 
teacher  is  hardly  ever  pleasant  to  us,  and  she  never 
speaks  kind  words,  and  there's  no  use  in  trying  to 
please  her." 


20  TIIK  TEACIIEK'S  ASSISTANT. 

A  summing  up. 

Do  not  forget,  my  friend,  that  your  pupils  are  but 
children.  Some  of  them  may  possess  many  unlove- 
ly and  unlovable  traits,  but  most  of  them  possess 
loving  and  confiding  hearts.  They  may  have  been 
mismanaged,  neglected,  or  even  abused,  at  home, 
and  their  uninviting  traits  may  result  from  such 
wrong  treatment.  Win  them  to  you  by  kindly 
words  ;  bind  them  to  you  by  kindly  acts,  and  then 
you  may  control  and  guide  them  at  will.  You  will 
often  find  generous  hearts  and  noble  impulses  in  the 
breasts  of  those  whose  exterior  is  coarse  and  unat- 
tractive. Let  your  own  example  be  correct,  and  it 
will  be  potent  for  good.  I  would  thus  sum  up  my 
advice  under  this  head :  Speak  as  you  would  have 
your  pupils  speak;  appear  as  you  would  have  them 
appear;  act  as  you  would  have  them  act ;  be  what 
you  would  have  them  be. 

Your  sincere  friend, 

C. 


LETTER    III. 

CHEERFULNESS.  — LOVE     FOR     THE      WORK.  — INDI- 
VIDUALITY. —ACCOUNTABILITY.' 

MY  DEAR  FRIEND  :  — 

I  DO  not  propose  to  write  at  length  of  the  several 
characteristics  essential  to  give  success  to  the  teach- 
er. The  model  teacher  should  possess,  in  an  emi- 
nent degree,  every  good  trait,  and  exercise  every 
virtue.  You  say  yon  cannot  hope  to  become  a 
model  teacher ;  but  you  certainly  must  hope  to  be- 
come a  successful  one.  You  should,  then,  aim  to 
become  just  what  we  claim  for  the  model  teacher. 
Place  your  mark  high,  have  it  right,  and  constantly 
strive  to  reach  it.  1  shall  in  this  letter  speak  of 
other  qualities,  which  I  consider  as  peculiarly  im- 
portant, on  account  of  their  direct  bearing  upon 
your  pupils ;  though  they  arc  all  implied  in  the 
"  summing  up  "  of  my  last  letter. 

CHEERFULNESS. -- This  is  all-important.  Your 
school  is  a  miniature  world;  v<m  are  the  controlling 

'         •/  Q 

power,  and  your  pupils  are  the  subjects.  Let  them 
see  that  you  desire,  nothing  so  much  as  lo  do  them 
good,  and  if  you  really  possess  this  desire,  it,  will 


22  THE  TEACHER'S  ASSISTANT. 


The  Contrast. 


make  you  happy  and  cheerful.  As  your  pupils  as- 
semble in  the  school-room,  greet  them  with  the  light 
of  a  cheerful  countenance.  You  are  really  the  sun  of 
the  little  community,  and  you  should  let  no  clouds 
come  between  you  and  them,  unless  such  as  may  he 
caused  by  their  follies  or  indiscretions.  It  was  my 
lot  for  a  short  time  to  be  a  pupil  in  a  school  whose 
teacher  was  one  of  those  morose,  uncongenial,  ca- 
pricious spirits,  which  cast  a  shadow  on  all  around 
them.  Nothing  pleased  her  ;  nothing  that  we,  her 
pupils,  could  do  would  cause  her  to  assume  a  cheer- 
ful look ;  she  never  smiled,  but  often  scowled ;  she 
never  spoke  pleasantly  io  us,  but  always  in  tones  of 
consure-and  petulance.  AVc  lost  all  respect  for  her  ; 
or,  rather,  we  never  gained  any  ;  and  our  chief  de- 
light was  in  annoying  her,  that  we  might  see  the 
clouds  thicken  upon  her  brow.  Our  associations 
connected  with  that  school  are  all  sad  and  unpleas- 
ant. My  next  experience  was  under  a  teacher 
whose  cheerfulness  was  prominent  and  constant. 
She  loved  her  pupils,  and  they  loved  her,  and  it  was 
their  highest  wish  to  merit  her  approval,  to  gain 
her  smiles.  To  me  the  school-room  was  pleasant, 
and  to  this  day  all  my  memories  of  the  school  and 
teacher  arc  pleasant,  and  ever  will  be.  As  vou  hope 
to  succeed,  let  me  urge  you  studioui-lv  and  con- 
stantly to  cultivate  a  spirit  of  geni;il  cheerfulness. 
It,  will  be  promotive  both  of  health  and  happi- 
ness ;  it  will  also  greatly  increase  your  influence 
and  usefulness.  "As  is  the  teacher,  so  will  be 
the  school  " 


LOVE   FOR    THE    WOUK.»  23 

The  True  View. 

LOVE  FOR  THE  WORK.  —  I  should  have  placed  this 
as  the  very  first  requisite  for  a  successful  teacher. 
One  may  saw  wood,  and  do  it  well,  and  yet  have 
no  love  for  the  work.     The  same  may  be  true  of 
many  kinds  of  labor ;  but  it  is  not  true  of  teach- 
ing.    A  person  cannot,  in  the  highest,  best,  and 
broadest  sense,  become  a  successful  teacher,  unless 
he  possesses  a  love  for  the  business,  and  feels  a  true 
and  lively  interest  in  the  welfare  of  those  under  his 
care.     He  may  perform  a  certain  daily  routine  of 
duties,  but  they  will  lack  vigor  and  efficiency,  and 
the  results  will   not   be  what  they  should  be.     I 
would  say  to  you,  my  friend,  at  the  very  outset, 
that,  if  you  have  no  taste  for  the  work  before  you, 
do  not  engage  iif  it ;   it  will   prove  anything  but 
pleasant  work.     I  have   sometimes  heard  teachers 
say  that  they  hated  the  very  name  of  school  ;  and  I 
have  always  thought  that  such  must  prove  hateful 
teachers.      I  know  you  too  well  to  anticipate  any 
such  feelings  on  your  part.  *i  know  you  view  the 
whole  subject  in  a  true  light,  and  that  you  have  a 
heart  alive  to  the  business  in  which  you  arc  to  en- 
gage.    You  may,  and  doubtless  you  will,  have  days 
when  school,  and  all  its  exercises,  will  appear  bur- 
densome ;  and  at  times  you  may  almost  despond. 
Ill-health,  impure   atmosphere,  or    over- work,  may 
so  affect  your  nervous  system  as  to  cause  you  to  be 
unfit  for  any  work,     lint  this  will  only  be  an   ex- 
ception to  your  general  feeling  ;  and  whenever  you 
do  thus  feel,  study  carefully  to  repress  sadness,  n'nd 
still  wear  the  genial  countenance.    If  possible,  never 
yield  to  feelings  of  despondency. 


24  HIE  TEACHER'S  ASSISTANT. 

Enthusiasm.  —  Individuality. 


A  true  and  sincere  love  for  your  vocation  will 
enkindle  within  you  that  spirit  of  earnest  and  well- 
directed  enthusiasm  which  will  tend  to  give  point 
and  success  to  your  efforts.  By  enthusiasm  I  would 
not  be  misunderstood.  I  do  not  mean  that  reckless 
zeal  which  is  not  according  to  knowledge,  nor  that 
over-active  feeling  which  leads  to  airr-doing  a  work, 
and  «n-doing  the  workman ;  but  by  it  I  mean  an 
earnest  and  devoted  application  to  the  accomplish- 
ment of  a  work,  —  the  combined  result  of  a  just  aj)- 
preciation  of  its  importance,  and  a  determined  will 
to  perform  it  in  the  most  prompt  and  efficient  man- 
lier,—  a  zeal  tempered  by  prudence  and  modified 
by  knowledge.  With  such  an  enthusiasm  you  will 
not  only  be  sure  to  succeed  in  yoTir  own  efforts,  but 
you  will  also  awaken  an  interest  and  secure  a  cheer- 
ful co-operation  on  the  part  of  your  pupils  and  their 
parents  ;  and  without  such  interest  and  aid,  you  will 
fail  to  accomplish  all  that  you  may  desire,  and  all 
that  you  ought  to  accomplish. 

INDIVIDUALITY.  —  No  two  persons  arc  precisely 
alike  in  their  views  or  actions.  There  may  be  many 
points  of  close  resemblance,  but  there  will  be  shades 
of  difference  more  or  less  striking.  While  you 
should  ever  be  watchful  to  learn  from  others,  you 
should  never  seek  to  attain  results  in  precisely  the 
same  way  that  you  have  seen  them  secured  hv 
others.  The  first  point  with  you  should  be  to 
know  fully  and  clearly  what  you  wish  to  gain  ;  ami 
the  second  is  to  use  all  suitable  appliances  for  (lie 


INDIVIDUALITY.  25 


Anecdote. 


accomplishment  of  the  end  in  view,  —  only  using 
them  in  your  own  way.  You  may  receive  hints 
and  suggestions  which  you  may  safely  and  profitably 
incorporate  into  your  own  stock  of  knowledge,  and 
modify  hy  your  own  peculiar  views.  Have  a  way 
of  your  own,  only  be  sure  that  it  is  a  good  way. 
Study  to  improve  upon  others,  and  be  sure  to  im- 
prove upon  yourself  day  by  day.  Some  teachers 
are  perfectly  content  to  walk  in  a  beaten  track. 
For  them  it  is  sufficient  to  know  that  their  teacher 
"  did  or  said  so  and  so."  They  are  willing  to  fol- 
low in  the  old  paths,  without  even  admitting  that 
better  ones  may  be  found,  or  old  ones  improved. 
They  resemble  the  man  who  could  not  be  induced 
to  do  anything  differently  from  what  he  had  seen 
his  father  do  it  before  him.  The  father  had  uni- 
formly been  to  the  mill  over  a  very  hilly  and  cir- 
cuitous road ;  simply,  perhaps,  because  it  was  the 
only  one  open.  After  his  death  a  new  road  was 
made,  whereby  half  the  distance  was  saved,  and  the 
hills  were  avoided.  But  the  son  could  never  be  in- 
duced to  travel  the  new  road,  and  when  urged  for  a 
reason,  he  said,  "  My  father  always  went  the  old 
road,  and  I  shall  do  the  same,  for  I  know  it  is  the 
best."  This  was  an  excess  of  regard  for  parental 
example  ;  and  even  the  old  sire,  if  ho  could  return 
to  earth,  would  probably  laugh  at  the  son's  stupid- 
ity. But  no  less  blind  and  stupid  are  some  teachers. 
They  tread  in  beaten  tracks,  without  seeking  for 
better  ones,  or  without  walking  in  them  if  they  see 
them.  Be  not,  my  friend,  a  stereotyped  teacher. 


26  THE  TEACHER'S  ASSISTANT. 

Accountability. 

Old  methods  may  be  greatly  improved ;  new  and 
better  ones  may  be  devised.  If  you  would  make 
your  school  interesting,  be  constantly  seeking  for 
new  modes  for  illustrating  principles  and  interesting 
your  pupils,  and  be  sure  that  they  bear  the  impress 
of  your  own  mind  and  thoughts. 

ACCOUNTABILITY.  —  Do  not  for  a  single  day  forget 
that  you  are  but  an  agent  of  the  Great  Teacher, 
and  that  he  will  call  you  to  give  a  strict  account  of 
your  stewardship.  Daily  go  to  Him  for  the  instruc- 
tion you  daily  need.  lie  can  teach  yon  how  to 
teach  ;  he  can  aid  you  in  all  your  efforts.  Confide 
in  him,  and  he  will  not  disappoint  you.  You  need 
much  of  his  spirit  to  guide  and  sustain  you  ;  much 
of  his  Avisdom  to  assist  you  in  your  important  work. 
Let  your  whole  life,  and  all  your  words  and  deeds, 
be  strongly  marked  by  a  truly  religious  spirit,  — 
and  in  every  way  do  what  you  can  to  induce  your 
pupils  to  feel  that  they  are  accountable  to  their 
Creator  for  all  their  deportment,  and  for  the  manner 
in  which  they  attend  to  all  their  duties.  By  your 
own  pure  and  Christian  character,  lure  them  to  love 
and  practise  all  that  is  "  lovely  and  of  good  report," 
—  and  in  blessing  them  you  will  be  doubly  blessed. 

I  might  proceed  to  name  other  traits  and  char- 
acteristics which  should  be  cultivated  by  every  good 
teacher,  but  it  will  not  be  necessary.  I  shall  have 
occasion  to  allude  to  sonic  of  them  in  conned  ion 
with  the  exercises  of  the  school-room.  You  already 


QUALIFICATIONS.  27 


Nupoleon. 


feel,  I  dare  say,  that  I  have  set  a  very  high  mark 
for  your  attainment.  But,  my  friend,  is  it  too 
high  ?  Your  chosen  work  is  one  of  the  most  im- 
portant and  ennobling  ever  intrusted  to  mortal,  and 
it  calls  for  high  qualifications,  for  excellent  and 
lovely  traits,  for  hearts  and  intellects  well  disci- 
plined and  ready  for  every  good  effort.  Unless  you 
are  what  you  would  have  your  pupils  become,  you 
can  hardly  hope  to  make  them  what  you  ought  to 
be,  but  are  not.  In  your  daily  walk  and  conversa- 
tion you  must  ever  exemplify  the  correctness  and 
the  value  of  the  views  and  principles  you  would  in- 
culcate in  the  hearts  of  your  pupils.  Strive,  there- 
fore, to  be  unto  them  as  a  "  living  epistle,"  plain 
and  full  of  instruction. 

I  have  somewhere  read  that  Napoleon,  on  his 
departure  for  Belgium,  thought  it  prudent  to  guard 
with  extra  care  against  the  dangers  which  threat- 
ened, having  all  Europe  leagued  against  him.  Ho 
therefore  sent  for  a  skilful  and  accomplished  work- 
man, between  whom  and  himself  the  following  con- 
versation was  held. 

Napoleon.  "  Do  you  consider  yourself  competent 
to  make  a  coat  of  mail  of  such  texture  and  strength 
that  no  weapon  whatever  can  penetrate  it?  " 

Workman.     "  I  think  I  am." 

Napoleon.  "  I  wish  you  to  make  ono  with  as  little 
delay  as  possible,  and  for  the  same  you  shall  receive 
eighteen  thousand  francs." 

Workman.  "  The  article  shall  be  ready  in  the 
shortest  possible  time,  —  and  the  compensation  you 


28  THE  TEACHER'S  ASSISTANT. 

The  Armor. 

offer  will  well  reward  me  for  doing  the  work  thor- 
oughly." 

The  work  was  speedily  performed,  and  on  an 
appointed  day  the  artificer  took  it  to  the  palace. 
Bonaparte  examined  it  with  much  care,  and  then 
requested  the  maker  to  put  the  armor  on.  The 
man  obeyed,  when  the  Emperor,  taking  a  pistol, 
said,  "  We  shall  now  see  if  this  work  is  of  the 
texture  and  strength  you  promised."  He  then 
fired  at  his  breast  and  at  his  back,  time  and  again  ; 
but  the  armor  proved  sure  proof  against  such  at- 
tacks. Next  a  long  fowling-piece  was  used,  but  still 
the  armor  proved  effectual,  and  its  maker  stood  un- 
moved, full  of  confidence  in  the  completeness  of  his 
work. 

The  delighted  Emperor,  instead  of  paying  the 
stipulated  price,  presented  the  man  with  a  check 
for  thirty-six  thousand  francs,  saying,  "  You  are  one 
of  the  few  men  whose  ivorks  verify  their  ivords." 

And  so  let  teachers  go  forth  to  their  daily  labors 
with  armor  bright,  and  sure  proof  against  the 
attacks  of  the  ignorant  and  self-conceited,  —  ever 
bearing  clear  proof  that  they  arc  thoroughly  fur- 
nished for  the  great  work  before  them,  —  and  they 
will  not  only  receive  their  stipulated  reward,  but  a 
twofold  greater,  from  the  consciousness  of  having 
labored  faithfully  and  successfully  ;  and  ever  will 
their  well-rendered  efforts  bo  held  in  grateful  rej 
membraiice  in  the  hearts  of  those  whom  they  have 
led  to  right  thought  and  action. 

1   know  full   well,   my  friend,   under   what   dis- 


QUALIFICATION.  29 


The  Light-House. 


couraging  circumstances  you,  and  other  teachers, 
may  be  called  to  labor  ;  —  opposed,  perhaps,  by  the 
parents  for  whose  children  you  toil ;  unencouraged 
by  the  wealthy,  uncheered  by  the  community ;  scan- 
tily remunerated ;  your  best  acts  and  motives,  it 
may  be,  grossly  perverted  and  misrepresented ;  and 
others,  perchance,  reaping  where  you  have  sown,  — 
so  far  as  the  eye  of  the  world  is  concerned.  But 
be  of  good  cheer.  "  In  due  season  ye  shall  reap, 
if  ye  faint  not."  Though  clouds  and  darkness  do 
sometimes  gather  around  you,  and  others  appear  to 
enter  in  upon,  and,  as  it  were,  eat  the  fruits  of  your 
patient  and  skilful  culture,  yet  despair  not,  despond 
not ;  in  due  time  all  will  come  right,  and  justice 
will  be  done. 

It  is  recorded  of  an  ancient  king  of  Egypt,  —  one 
of  the  Ptolemies,  —  that  he  employed  a  celebrated 
architect  to  construct  a  magnificent  light-house  for 
the  safety  of  shipping,  and  ordered  an  inscription  in 
favor  of  himself  to  be  engraved  on  a  conspicuous 
part.  The  architect,  though  inwardly  coveting  the 
honor  of  such  a  record  for  himself,  felt  obliged  to 
comply  with  the  king's  order ;  but  he  made  the 
inscription  on  a  plaster  resembling  stone,  but  of  a 
perishable  substance.  After  the  lapse  of  years  this 
crumbled  away,  and  the  next  generation  saw  an- 
other inscription,  recording  the  name,  not  of  the 
king,  but  of  the  architect,  which  had  been  secretly 
engraved  on  the  durable  stone,  beneath  the  perisli- 
>  able  covering,  —  a  lasting  memorial  of  the  skill  of 
him  who  planned  and  reared  the  colossal  structure. 

3* 


80  THE  TEACHER'S  ASSISTANT. 

The  Result. 

And  thus,  my  friend,  will  it  be  with  you,  if  you 
arc  faithful  to  your  high  trust.  The  lines  which 
you  are  daily  writing,  and  the  impressions  which 
you  are  hourly  making,  upon  the  young  and  suscep- 
tible minds  and  hearts  of  those  under  your  training, 
will  grow  broader  and  deeper  and  brighter  through 
all  coming  time,  and  the  impress  of  your  heart  and 
moulding  hand  will  become  distinctly  visible,  and 
stand  as  an  ineffaceable  honor  to  your  fidelity  and 
skill.  Then  go  patiently  and  hopefully  to  your 
noble  work,  and  in  the  time  of  the  true  harvest  you 
shall  come  again  rejoicing,  "  bringing  your  sheaves 
with  you." 

Having  said  thus  much  of  the  greatness  of  the 
work  before  you,  —  having  spoken  of  some  of  the 
requisites  for  success,  and  hinted  at  the  rich  rewards 
which  will  crown  well-rendered  efforts,  —  I  shall  in 
my  next  go  with  you  to  the  field  of  your  labors,  and 
endeavor  to  give  you  such  advice,  and  offer  such 
hints,  as  may  seem  pertinent.  For  a  more  detailed 
enumeration  and  consideration  of  the  qualities  es- 
sential in  a  successful  teacher,  you  are  referred  to 
"  The  Teacher  and  Parent,"  and  Page's  '"  Theory 
and  Practice  of  Teaching,"  two  educational  works 
published  by  A.  S.  Barnes  and  Company,  New 
York. 

Your  sincere  friend, 

C. 


LETTER    IV. 

MEANS   OF   PROFESSIONAL   IMPROVEMENT. 

Mv  DEAR  FRIEND:  — 

You  ask  me  what  you  shall  do  in  order  to  keep 
alive  your  interest  in  your  chosen  work,  and  at  the 
same  time  better  qualify  yourself  for  your  highly 
important  and  responsible  duties.  The  mere  fact  of 
your  asking  for  this  information  greatly  raises  you 
in  my  estimation,  and  confirms  me  in  the  belief  that 
you  will  prove  an  honor  and  an  ornament  to  your 
profession.  Most  cheerfully  will  I  advise  you  on 
this  subject ;  and  though  1  may  not  say  all  that 
might  be  said,  I  hope  I  may  offer  a  few  hints  that 
will  prove  beneficial. 

We  need  no  arguments  to  prove  that  "  knowledge 
is  power  "  ;  it  is  an  admitted  fact  in  all  departments. 
To  know  how  to  do  a  work  just  as  it  should  be 
done,  is  worth  far  more  than  to  know  how  to  do  it 
in  a  way  barely  passable.  They  who  really  excel  in 
ability  to  communicate  information,  or  perform  a 
work,  will  have  an  influence  that,  will  be  truly  valu- 
able. Knowledge  is  wealth, —  it  is  capital.  An 
eminent  lawyer  was  once  consulted  by  a  farmer  in 
relation  to  a  question  of  great  importance  to  the 


32  THE    TEACIIEU'S    ASSISTANT. 


The  "  Know  how."  —  Anecdotes. 


latter.  The  question  was  promptly  and  correctly 
answered  by  the  simple  monosyllable,  "  No."  "  How 
much  am  I  to  pay  you  for  your  opinion  ? "  said 
the  farmer.  "  Ten  dollars,"  said  the  counsellor. 
"What!  ten  dollars  for  just  saying  No?"  "Ah, 
but  you  must  consider  that  I  spent  much  time  and 
money,  and  studied  many  books,  that  I  might  know 
when  to  say  No." 

The  negro,  who  prided  himself  on  his  peculiar 
skill  as  a  butcher,  realized  that  knowledge  was 
wealth.  Pompcy  was  employed  to  dress  a  calf,  —  a 
work  which  he  performed  with  remarkable  skill  and 
despatch,  and  for  which  he  demanded  two  dollars,— 
just  double  the  common  price.  His  employer  re- 
monstrated, saying  that  one  dollar  was  the  usual 
price.  "  But,"  said  Pompey,  "  I  charge  one  dollar 
for  the  work,  and  one  dollar  for  the  know  how  !  " 
True  knowledge  and  practical  skill  will  prove  a 
mine  of  power  and  wrealth  to  the  teacher ;  and  truly 
wise  is  every  one  who  seeks  for  and  improves  all 
means  for  professional  knowledge  and  growth.  I 
will  name  a  few  of  the  more  prominent. 

Read  Works  on  Education.  —  The  number  of 
works  bearing  directly  upon  the  teacher's  mission  is, 
I  am  sorry  to  say,  very  small,  and  most  of  them  of 
very  recent  origin.  I  would  recommend  that  you 
get  access  to  as  many  as  possible,  and  from  time  to 
time,  as  opportunity  offers  and  means  allow,  add 
such  works  to  your  own  professional  library.  It 
may  seem  novel  to  you  to  have  me  speak  of  the 


MEANS    OF    PROFESSIONAL    IMPROVEMENT.  33 


The  Teacher's  Library. 


teacher's  "  professional  library  "  ;  and  I  am  very 
sure  that  the  idea  would  seem  quite  marvellous  to 
many  who  have  devoted  years  to  the  business  of 
instruction.  But  can  you  see  any  good  reason  why 
a  teacher  should  not  have  a  library  ?  Can  you  not, 
indeed,  think  of  many  reasons  why  he  should  have 
one  ?  What  would  be  thought  of  a  clergyman,  phy- 
sician, or  lawyer,  who  should  enter  upon  his  pro 
fessional  career  without  first  securing  a  collection 
of  books  for  general  reference  as  bearing  upon  the 
interests  of  his  peculiar  calling?  Would  such  a 
one  be  likely  to  succeed,  or  would  he  long  possess 
any  of  that  esprit  de  corps  which  ought  to  char- 
acterize him  ?  The  man  who  wishes  to  excel  as  a 
sculptor  will  make  any  sacrifice  to  learn  what  has 
been  said  and  written  in  relation  to  his  favorite 
work.  The  artist  who  would  prove  a  workman  of 
no  mean  repute  will  practise  any  amount  of  self- 
denial  in  order  to  become  the  possessor  of  volumes 
treating  upon  his  employment.  And  if  they  who 
work  on  inanimate  material  arc  thus  interested  to 
increase  their  knowledge  and  skill,  should  they 
not  be  equally  so  who  are  called  upon  to  fashion 
and  develop  that  living  material  which  will  exist 
throughout  the  endless  ages  of  eternity?  It  is 
sad,  indeed,  to  reflect  that  so  many  engage  in 
teaching  who  never  manifest  the  least  interest  in 
reading.  My  mind  no\v  recurs  to  the  ease  of  t\vo 
young  ladies  who  engaged  in  school-keeping  under 
» very  favorable  circumstances.  They  possessed  many 
desirable  qualifications,  and,  at  first,  manifested  an 


TIIK    TEACHKUS    ASSISTANT. 


How  to  read. 


active  interest  in  their  work.  But  it  was  only 
ephemeral.  Though  they  had  access  to  numerous 
books,  they  were  never  known  to  peruse  them.  As 
a  consequence,  and  a  very  natural  one,  their  inter- 
est soon  waned.  Their  first  term  was  quite  suc- 
cessful, because  the  novelty  of  the  work  enlisted 
their  interest  and  efforts.  They  soon,  however,  fell 
into  a  lifeless,  formal  routine,  and  became  ineffi- 
cient teachers,  and  were  obliged  to  abandon  the 
work.  Had  they  devoted  a  small  portion  of  their 
leisure  time  to  the  perusal  of  educational  works, 
their  interest  would  have  been -kept  alive,  their  zeal 
increased,  and  their  minds  enlarged  and  improved. 

I  rejoice  that  with  you  it  is  otherwise.  I  have 
long  known  the  interest  with  which  you  have  pe- 
rused all  works  calculated  to  increase  your  general 
and  professional  knowledge.  You,  I  know,  need 
no  urging  on  this  point,  and  I  will  simply  offer  one 
or  t\vo  hints  in  relation  to  your  reading,  for  it  is 
quite  as  important  how  you  read  as  it  is  irhat  you 
read.  One  person  will  read  a  valuable  and  instruc- 
tive volume,  and  lie  HOIK;  the  wiser,  —  gaining  no 
new  ideas,  receiving  no  impressions  or  hints  tending 
to  con  firm  or  modify  his  former  views.  lie  reads 
carelessly, —  without  reflection  and  without  profit. 
Another  person  will  arise  from  the  perusal  of  the 
same  book  with  enlarged  views,  better  plans,  nobler 
a-pirations,  stronger  purposes. 

lu  reading,  therefore,  endeavor  to  obtain  some- 
thing from  every  work  which  will  make  you  wiser, 
stronger,  better.  To  this  end,  read  with  a  discrimi- 


MEANS    OF    PROFESSIONAL    IMPROVEMENT.  35 


Regard  Circumstances. 


nating,  reflecting  mind.  So  far  as  the  book  you 
read  is  sound  and  valuable,  aim  to  make  its  general 
spirit  and  views  your  own ;  but  do  not  often  adopt 
as  your  own  a  specific  plan  or  course,  until  you 
have  adjusted  it  to  existing  circumstances,  and 
proved  its  general  adaptedness  to  your  situation  and 
wants.  A  course  that  may  have  been  entirely  suc- 
cessful with  another,  under  peculiar  circumstances, 
may  result  quite  differently  with  you,  under  circum- 
stances varying  but  slightly.  In  order  that  any 
scheme  may  produce  precisely  the  same  results,  in 
different  times  and  places,  it  is  not  only  essential 
that  its  operation  be  under  circumstances  exactly 
similar,  but  also  that  the  moving  or  operating  power 
be  precisely  the  same;  —  and  such  a  combination 
seldom  occurs.  One  man,  for  example,  may  use 
some  improved  machine  with  entire  satisfaction,  and 
delight  in  its  operation  and  siicccss,  while  another 
may  use  the  same  machine  and  pronounce  it  worth- 
less,—  simply  because  in  the  manner  of  using,  or 
of  some  unusual  or  peculiar  circumstances  in  rela- 
tion to  his  work,  he  did  not  understand  the  princi- 
ples of  the  machine  sufficiently  to  adjust  it  to  exist- 
ing peculiarities.  Some  slight  change  in  the  ad- 
justment of  some  part  of  the  machine,  or  in  its  mode 
of  operation,  might  have  insured  its  entire  success. 
In  all  your  reading,  aim  to  grasp  general  views  and 
principles,  rather  than  to  adopt  sonic  preei.-e  and 
undeviating  plan  ;  for  your  success  as  a  teacher  will 
.depend  much  upon  your  own  efforts,  ami  upon  your 
] tower  to  impart  a  degree  of  individuality  to  what- 
ever plans  you  may  introduce. 


36  THE  TEACHER'S  ASSISTANT. 


General  Knowledge. 


I  would  not  be  understood  to  advise  that  all  your 
reading  be  exclusively  of  a  professional  bearing. 
Far  otherwise.  Let  it  partake  of  variety,  but  never 
of  that  trashy  and  ephemeral  literature  which  is  scat- 
tered broadcast  over  the  land.  Read  well-written 
books,  that  you  may  increase  your  knowledge  and 
discipline  your  mind.  A  well-conducted  newspaper 
may  be  the  medium  of  much  valuable  information. 
I  would  recommend  that  you  habitually  read  some 
good  newspaper,  with  a  view  to  keeping  enlightened 
in  regard  to  the  prominent  and  important  events 
and  movements  of  the  day.  Read,  that  you  may 
learn  ;  and  learn,  that  you  may  teach.  Every  new 
attainment,  every  wise  acquisition,  every  practical 
idea  gained  by  you,  will  give  you  influence  over 
those  under  your  care.  Therefore  read,  that  you 
may  increase  your  ability  to  instruct  and  discipline 
others.  Knowledge  is  power,  —  and  a  power  that 
every  teacher  should  gain  in  the  highest  possible 
degree. 

Be  sure  to  subscribe  for,  and  read,  at  least  one 
educational  periodical.  Teachers'  Journals  are  a 
modern  aid.  All  the  monthlies,  now  in  existence, 
supported  by  teachers,  and  devoted  to  the  great  in- 
terests of  popular  education,  have  been  established 
within  twelve  years,  and  most  of  them  within  five  or 
six  years.  It  is  one  of  the  most  hopeful  signs  of 
the  times,  that  teachers  themselves  are  assuming  the 
editorial  charge  of  these  journals,  thus  insuring  a 
practical  character.  The  monthly  receipt  and  peru- 
sal of  a  well-conducted  work  of  this  nature  will  prove 


MEANS    OF    PROFESSIONAL    IMPROVEMENT. 


Teachers'  Journals. 


beneficial  to  you.  It  will  bind  you  to  your  profes- 
sion ;  it  will  enlighten  your  mind  ;  it  will  cheer  your 
heart ;  it  will  prove  a  valuable  medium  of  intercom- 
munication ;  and  in  various  ways  it  will  be  of  service. 
If  you  have  not  sufficient  interest  in  your  work  to 
induce  you  to  become  a  subscriber  to  one  of  these 
works,  the  sooner  you  abandon  the  business  of  teach- 
ing, the  better  it  will  be  for  the  community.  And 
what  I  say  to  you,  I  would  say  to  all  others.  No 
person  should  assume  the  employment  of  teaching-, 
ivho  does  not  possess  enough  of  professional  interest 
to  cause  him  to  aid  in  the  support  of  a  periodical 
devoted  to  the  great  interests  of  his  profession. 

Be  a  Contributor  to  some  Educational  Journal.  — 
Do  this  for  your  own  good,  and  for  the  good  of 
your  profession,  ever  bearing  in  mind,  that  what- 
ever you  do  for  your  own  improvement  will  result 
in  the  good  of  your  profession,  and  also  that  what- 
ever you  do  for  the  elevation  of  your  chosen  calling 
will  result  in  your  personal  benefit.  The  whole  is 
made  up  of  parts,  and  the  several  parts  are  affected 
by  the  general  tone  and  condition  of  the  whole. 
Do  you  say  you  cannot  write,  —  that  you  have  not 
accustomed  yourself  to  it  ?  Then  I  say  you  should 
commence  and  ascertain  whether  your  inability  is 
real  or  only  imaginary.  My  impression  is,  that, 
you  will  find  no  difficulties  that  you  will  be  unable, 
tb  overcome,  —  no  obstacles  that  will  prove  insur- 
mountable to  a  determined  spirit.  It  will  do  you 
good  to  cope  with  difficulties,  —  strengthen  you  to 

4 


38  THE  TEACHER'S  ASSISTANT. 


Visiting  Schools. 


conquer  them.  You  owe  it  to  yourself,  no  less  than 
to  your  profession,  to  contribute  something  from 
your  own  mind  and  experience  for  the  benefit  of 
those  laboring  in  the  same  cause. 

Visit  the  Schools  of  Others.  —  If  you  will  do 
this  witli  the  right  spirit,  with  a  desire  to  learn, 
it  will  prove  highly  beneficial.  The  watchful  and 
discriminating  teacher  will  gain  some  useful  infor- 
mation, or  receive  some  valuable  hint,  from  every 
school  he  may  visit.  lie  will  profit  not  only  from 
the  excellences,  but  also  from  the  errors,  of  oth- 
ers. It  may  be  that  errors  exist  in  your  school 
which  have  been  formed  so  gradually  as  to  have 
escaped  your  notice.  Your  attention  is  so  con- 
stantly directed  to  two  particulars,  —  governing  and 
instructing,  —  that  it  would  not  be  strange  if  some 
deviations  should  escape  your  watchful  eye.  When 
you  visit  the  school  of  another,  circumstances  am 
different ;  you  go  as  a  spectator ;  you  feel  that  you 
have  no  direct  interest  in  the  exercises ;  you  have 
nothing  to  do  but  to  listen  and  observe.  You  will, 
very  naturally,  look  for  excellences  and  for  defects  ; 
and  from  both  you  may  derive  profit,  —  only  do  not 
be  captious.  It  may  be  that  you  will,  on  your  re- 
turn, sec  your  own  school  in  a  different  light,  and 
learn  that  you  are  not  above  criticism.  Perhaps  I 
may  IKJ  better  understood  by  relating  an  instance  in 
my  own  experience  ;  for  I  have  visited  many  schools, 
and  always  with  profit.  I  once  visited  the  school  of 
a  friend,  who  enjoyed  a  good  reputation  as  a  success- 


MEANS    OF    PROFESSIONAL    IMPROVEMENT.  39 

Teachers'  Meetings. 

ful  teacher.  The  school  was,  in  the  main,  a  good 
one,  but  I  noticed  one  habit  in  the  spelling  exer- 
cise which  I  considered  a  bad  one.  As  the  pupils 
spelled,  they  neither  pronounced  the  syllables  as 
they  spelled  them,  nor  the  words  when  finished.  It 
appeared  to  me  a  little  singular,  that  so  good  a 
teacher  should  allow  so  bad  a  habit  to  prevail ;  and  I 
rather  congratulated  myself  that  I  was  more  careful 
in  my  own  practice.  To  my  surprise,  when  I  next 
conducted  a  spelling  exercise  in  my  own  school,  I 
found  that  precisely  the  same  error,  in  kind,  if  not 
in  degree,  existed  somewhat  on  the  part  of  my  pu- 
.pils.  From  it  I  learned  a  useful  lesson.  Visits  to 
the  schools  of  others  may  impart  many  such  lessons. 

Teachers'  Meetings  and  Teachers'  Institutes.  — 
You  will  find  it  much  for  your  interest  and  pro- 
fessional improvement  to  attend  teachers'  meetings 
as  often  as  opportunity  offers.  It  will  do  you  good 
to  meet  with  those  who  are  engaged  in  a  similar 
employment,  —  with  those  who  can  sympathize  with 
you.  Such  meetings,  whether  large  or  small,  may 
In1  productive  of  much  good.  Two  or  three  fanners, 
mechanics,  ministers,  or  physicians  would  probably 
derive  mutual  benefit  from  an  hour's  interview  and 
familiar  talk.  So,  particularly,  will  it  be  with 
teachers;  they  will  either  obtain  new  information, 
or  become  more  fully  confirmed  in  some  old  plan 
or  method.  But,  if  you  would  be  truly  benefited 
by  teachers'  conventions,  you  must  exercise  the 
right  spirit  ;  and  while  you  aim  to  receive  sonr..- 


40  THE  TEACHER'S  ASSISTANT. 

Diligence. 


benefit  and  some  new  information  from  every  such 
gathering,  do  not  expect  that  everything  you  may 
hear  will  be  new  to  you,  or  precisely  adapted  to  your 
individual  circumstances  or  wants.  Remember,  it 
is  only  "  little  by  little  "  that  we  make  advancement 
or  growth  in  knowledge,  whether  of  a  general  or 
professional  nature.  Strive  constantly  and  in  every 
suitable  way  to.  honor  and  elevate  your  chosen 
profession,  by  adding  to  your  own  personal  qualifi- 
cations, and  thus  proving  yourself  an  intelligent, 
earnest,  and  active  member.  Seek  to  honor  your 
calling,  and  not  live  and  act  as  though  you  expected 
that  to  honor  and  exalt  you. 

Be  Diligent  in  Professional  Labors.  —  If  it  is 
ever  true  in  the  material  world,  that  "  the  hand  of 
the  diligent  maketh  rich,"  it  is  emphatically  true 
that  the  mind  is  enriched  and  expanded  by  diligent 
application  and  wholesome  exercise.  As  bodily 
sloth  and  idleness  lead  to  destitution,  want,  and 
misery,  so  mental  inactivity  will  lead  to  mental 
imbecility  and  unproductiveness.  Persevering  dili- 
gence in  any  work  will  overcome  obstacles  appar- 
ently insurmountable,  and  secure  the  accomplish- 
ment of  the  most  important  and  surprising  results. 
It  is  this  that  has  subdued  the  wilderness,  and  caused 
it  to  l>e  a  fruitful  garden.  It  is  this  that  has  fur- 
rowed our  country  with  railroads,  and  made  a  sale 
track  for  the  iron  horse  from  the  ocean  to  the  moun- 
tains and  the  valleys  beyond.  It  is  this  that  has 
sprinkled  all  over  the  surface  of  our  country  beuuti- 


MEANS    OF    PROFESSIONAL    IMPROVEMENT.  41 


Results  of  Diligence. 


ful  and  thriving  villages.  It  is  this  that  has  brought 
the  luxuries  of  distant  lands  and  the  wealth  of  the 
ocean  to  contribute  to  our  comfort  and  welfare. 
The  sails  that  whiten  our  oceans ;  the  steamers  that 
plough  our  waters ;  the  locomotives  that  sweep 
through  our  towns  and  villages,  rushing  through 
mountains,  over  plains,  and  across  rivers  and  ra- 
vines ;  the  wires  that  extend  through  the  land  and 
under  the  ocean,  —  all  declare  the  power  of  well- 
directed  diligence.  Be  ever  active  in  all  the  opera- 
tions and  concerns  pertaining  to  your  profession, 
ever  laboring  to  improve  yourself,  to  aid  others,  to 
promote  the  great  interests  of  education,  and  the 
fruits  of  your  efforts  will  be  neither  few  nor  small. 

Your  sincere  friend, 

C. 


4* 


LETTER    V. 

SCHOOL  DISCIPLINE  AND   SCHOOL  MANAGEMENT. 

MY  DEAR  FRIEND  :  — 

WITH  your  permission,  I  will  now  accompany 
you  to  the  school-room,  the  scene  of  your  labors, 
and  speak  with  you  freely  and  plainly  of  some  of 
the  duties  to  be  performed.  I  shall  endeavor  to  tell 
you  what  to  do,  and  how  to  do  ;  or,  in  other  words, 
I  will  aim  to  give  you  such  hints  as  the  results  of 
my  own  experience  and  observation  have  impressed 
upon  my  own  mind  as  important  and  pertinent. 

I  know  full  well  the  anxiety  with  which  you  an- 
ticipate your  labors.  I  know  the  feelings  which  will 
fill  your  breast,  as  for  the  first  time  you  occupy  the 
teacher's  desk  and  assume  the  teacher's  duties. 
What  shall  I  do  ?  How  shall  I  do?  Wlicn  shall 
I  do  ?  are  questions  that  will  often  arise  in  your 
mind  ;  and  you  must  be  prepared  to  answer  them, 
and  that,  often,  without  much  opportunity  for  re- 
flection, with  none  for  consultation.  But  if  you 
have  duly  considered  the  nature  of  your  office,  and 
studiously  cultivated  the  qualities  1  have  named, 
you  have  done  much  to  prepare  yourself  for  the 
cllicient  discharge  of  incumbent  duties.  Cive  the 


SCHOOL    DISCIPLINE    AND    SCHOOL    MANAGEMENT.    43 


Friendly  Feelings. 


first  moments  of  every  morning  to  devotional  ex- 
ercises, and  thus  let  your  pupils  see  that  you  and 
they  have  one  common  friend  and  counsellor  in 
"  Our  Father  who  art  in  heaven." 

Discipline  is  the  first  item  that  will  claim  your 
attention,  and  it  is  an  all-important  item.  It  lies  at 
the  very  foundation  of  your  labors  ;  and  unless  you 
have  right  views  and  adopt  right  measures  on  this 
point,  it  will  be  useless  for  you  to  hope  for  success 
in  teaching,  —  for  without  good  discipline,  there  can 
be  no  truly  successful  teaching.  One  may  be  able 
to  govern  a  school,  and  yet  not  competent  to  teach 
the  same ;  but  he  cannot,  in  the  highest  and  truest 
sense,  teach  a  school,  unless  he  can  also  govern  it. 
True  teaching  implies  correct  discipline.  But  I 
will  proceed  to  give  a  few  hints,  which,  I  hope,  may 
be  of  some  service  to  you. 

Try  to  cause  your  Pupils  to  feel  that  you  are 
their  Friend.  —  Let  all.  your  plans  and  arrange- 
ments bo  made  with  reference  to  their  good.  As, 
for  the  first  time,  you  enter  tlio  school-room,  do  it 
Avith  a  cheerful  look,  which  shall  indicate  that  your 
heart  is  in  your  work.  Let  your  words  be  but  the 
kindly  expression  of  friendly  feelings  and  good 
intentions  ;  let  no  frowns  cloud  your  brow,  even 
though  all  may  not,  at  the  outset,  lie  just  as  you 
niiu'bt,  wish.  IViTeet  discipline  cannot  be  estab- 
lished in  a  day  ;  yet  you  must  aim  to  secure  it 
gradually  and  surely.  But  you  may  ask  what  1 
mean  by  perfect  discipline.  1  say,  negatively,  that 


44  THE  TEACHER'S  ASSISTANT. 

Order  defined. 

I  do  not  consider  it  to  consist  in  rigid  and  upright 
positions,  in  exact  and  imdeviating  movements,  nor 
in  constrained  looks.  I  say,  positively,  that  I  con- 
sider that  school  in  a  good  state  of  discipline,  in 
which  the  pupils  attend  to  all  their  duties,  perform 
all  their  movements,  and  regard  all  the  require- 
ments of  the  school  with  cheerful  alacrity,  and  with 
an  evident  and  constant  desire  to  co-operate  with 
the  teacher,  —  studiously  and  pleasantly  refraining 
from  every  act,  which  may  tend  to  disturb  the 
teacher  or  the  school.  "  I  consider  a  school  judi- 
ciously governed,  where  order  prevails ;  where  the 
strictest  sense  of  propriety  is  manifested  by  the 
pupils  towards  the  teacher,  and  towards  each  other ; 
where  they  are  all  busily  employed  in  the  appropri- 
ate duties  of  the  school-room,  and  where  they  seem 
to  be  under  the  influence  of  the  teacher  as  a  leader, 
but  not  as  a  driver.  There  is  some  difference  of 
opinion  as  to  the  degree  of  stillness  possible  or  de- 
sirable in  a  school.  We  .all  agree,  however,  that, 
for  a  still  school,  all  unnecessary  noise  must  be 
excluded."  *  The  best  governed  are  they  who  seem 
to  be  ungovcrned,  save  by  the  inward  desire  to  do 
right ;  and  the  best  disciplinarians  are  they  who 
govern  without  seeming  to  govern.  If  you  would 
succeed,  do  not  attempt  to  govern  too  much.  Lure 
your  pupils  into  the  right  path  by  kindly  words 
and  friendly  acts,  and  thus  gain  that  perfect  control 
over  them  which  you  should  possess,  and  at  the 


*  Admiral  Stone. 


SCHOOL  DISCIPLINE  AND  SCHOOL  MANAGEMENT.       45 


Self-Control.  —  Anecdote. 


same  time  have  their  obedience  cheerful  and  prompt. 
In  this  way  you  will  govern  them,  and  at  the  same 
time  they  will  not  feel  that  they  arc  governed. 

Govern  'Yourself.  —  Unless  you  can  exercise  a 
good  degree  of  self-government,  you  can  hardly  ex- 
pect to  govern  others.  It  will  not  always  be  an 
easy  matter  for  you  to  exhibit  perfect  self-control, 
but  you  must  aim  to  do  so ;  and  if  you  can  suc- 
ceed in  so  governing  your  own  feelings  as  never  to 
appear  angry  or  annoyed,  you  will  find  no  difficulty 
in  governing  your  pupils.  I  do  not  mean  that  you 
should  be  entirely  regardless  of  the  conduct  of  your 
pupils,  but  merely  that  you  should  not  allow  their 
errors  to  cause  you  to  lose  your  patience,  by  exhil>- 
iting  some  sudden  ebullition  of  passion.  You  know 
how  ready  some  people  are  to  take  offence  and  show 
anger.  A  faithful  servant,  who  had  long  borne  the 
abusive  words  of  a  petulant  master,  finally  said  to 
him  that  he  could  no  longer  tolerate  his  captious- 
ness,  and  that  he  was  determined  to  leave  his  ser- 
vice. "  But,  Peter,"  said  the  relenting  master,— 
"•  Peter,  you  know  I  mean  no  harm,  and  that  I  am 
no  sooner  mad  than  pleased  again."  "  Very  true, 
master,"  replied  Peter ;  "  but  I  also  know  that  you 
arc  no  sooner  pleased  than  mad  again."  So  it  is 
with  some  teachers,  —  they  allow  feelings  and  ex- 
pivssuyis  of  anger  and  pleasantness  to  follow  each 
other  in  such  ludicrously  rapid  succession,  as  en- 
tirely to  impair  their  influence. 


46  THE    TEACIIEU'S    ASSISTANT. 

Weigh  Circumstances.  —  Anecdote. 

Let  Circumstances  modify  your  Views  of  Order 
and  your  Plans  to  secure  it.  —  Some  teachers  form 
a  certain  view  of  discipline,  and  certain  undeviating 
plans  for  securing  it.  With  them,  attending  cir- 
cumstances have  no  influence.  The  act  is  judged 
in  and  of  itself,  entirely  independent  of  the  motives 
which  led  to  it.  This,  of  course,  is  wrong.  If  you 
would  govern  successfully  and  justly,  study  all  the 
particulars  bearing  upon  a  transgression.  Some- 
times an  act,  in  itself  wrong,  may  be  divested  of  all 
actual  wrong  when  the  circumstances  are  duly  con- 
sidered. In  a  certain  school,  for  example,  a  boy  of 
very  orderly  deportment  and  studious  habits,  sud- 
denly whistled, —  no  less  to  his  own  astonishment 
than  that  of  his  teacher.  lie  was  called  out  by  his 
teacher  and  asked  if  he  had  whistled,  when  the 
frightened  lad  exclaimed,  with  all  honesty  of  heart, 
"iVo,  Sir,  I  didn't  whistle,  —  it  whistled  itself!'' 
The  little  fellow  had  been  so  intent  on  his  lessons, 
and  perhaps  so  delighted  at  overcoming  some  difli- 
culty,  that,  forgetful  alike  of  time,  place,  or  circum- 
stances, he  expressed  his  joy  by  an  unpremeditated 
whistle.  That  the  school  was  interrupted  was  obvi- 
ous, but  no  sensible  teacher  Avould  deal  with  such  a 
lad  as  he  would  with  a  culprit.  Precisely  such  an 
interruption  would  seldom  occur ;  and  yet  pupils 
will  often  be  guilty  of  deviations  in  «tV,  when  the 
motives  arc  entirely  correct.  Study,  therefore,  very 
carefully  to  discriminate  between  a  wilful  wrong 
and  an  unintentional  error.  Only  a  bad  pupil  can 


SCHOOL  DISCIPLINE  AND  SCHOOL  MANAGEMENT.       47 
"Hard  Days." 

1)0  guilty  of  the  former,  while  a  very  good  one  may 
be  of  the  latter. 

Then  there  are  other  circumstances  which  you 
must  always  take  into  consideration.  There  are 
certain  days  in  the  experience  of  every  teacher  which 
are  hard  days ;  there  is  something  in  the  atmos- 
phere, in  the  state  of  the  teacher's  health,  or  some 
incidental  circumstances,  which  have  an  unfavor- 
able influence  upon  the  state  of  feeling,  and  con- 
sequently upon  the  apparent  order  of  the  school. 
You  will,  undoubtedly,  sometimes  enter  your  school- 
room in  a  depressed  state  of  mind,  and  everything 
may  seem  to  you  "out  of  place,"  • —nothing  meet- 
ing your  expectations,  —  and  yet  you  may  not  be 
able  to  tell  precisely  u'hat  or  where  the  trouble  is. 
Under  such  circumstances,  do  not  make  a  bad  mat- 
ter worse,  by  manifesting  an  unduly  sensitive  spirit. 
The  llev.  Dr.  Huntington,  of  Harvard  College,  gives 
the  following  excellent  advice  in  relation  to  such 
days :  — 

'•  It  is  in  the  experience  of  most  teachers,  I  pre- 
sume, that  on  certain  days,  as  if,  through  some 
subtle  and  untraceablc  malignity  in  the  air,  the 
school-room  seems  to  have  fallen  under  the  control 
of  a  secret  fiend  of  disorder.  There  is  nothing  aj)- 
parent  to  account  for  this  epidemic  perversity;  all 
the  ordinary  rules  of  the  place  are  in  full  recogni- 
tion;  the  exercises  tramp  on  in  the  accustomed  suc- 
cession ;  the  parties  are  arranged  as  usual.  There 
are  the  pupils  coming  from  their  several  breakfasts, 
bringing  both  their  identity  and  individuality  ;  no 


48  THE  TEACHER'S  ASSISTANT. 

Professor  Huntington's  View. 

apostasy  nor  special  accession  to  depravity  over 
night  has  revolutionized  their  natures ;  no  compar- 
ing out  of  doors  has  banded  them  into  a  league  of 
rebellion.  Yet  the  demoniacal  possession  of  irrita- 
bility has  somehow  crept  into  the  room,  and  taken 
unconditional  lease  of  the  premises.  You  would 
think  it  was  there  before  the  first  visible  arrival. 
The  ordinary  laws  of  unity  have  been  suddenly  be- 
witched ;  the  whole  school  is  one  organized  obstruc- 
tion ;  the  scholars  are  half-unconscious  incarnations 
of  disintegration  and  contraposition,  —  inverted  di- 
visors engaged  in  universal  self-multiplication. 

"  How  is  such  a  state  of  things  to  be  met  ?  not,  I 
think  you  will  agree,  by  direct  issue  ;  not  point  blank. 
You  may  tighten  your  discipline,  but  that  will  not 
blind  the  volatile  essence  of  confusion.  You  may 
ply  the  usual  energies  of  your  administration,  but  re- 
sistance is  abnormal.  You  may  flog,  but  every  blow 
uncovers  the  needle-points  of  fresh  stings.  You 
may  protest  and  supplicate,  and  scold  and  argue, 
inveigh  and  insist ;  the  demon  is  not  exorcised, 
nor  even  hit,  but  is  only  distributed  through  fifty 
fretty  and  fidgety  forms.  You  will  encounter  the 
mischief  successfully  when  you  encounter  it  indi- 
rectly. What  is  wanted  is,  not  a  stricter  sovereignty, 
but  a  new  spirit.  The  enemy  is  not  to  be  confronted, 
but  diverted.  That  audible  rustle  through  the 
room  comes  of  a  moral  snarl,  and  no  harder  study, 
no  closer  physical  confinement,  no  intellectual  dex- 
terity, will  disentangle  it.  Half  your  purpose  is  de- 
feated if  the  scholars  even  find  out  that  vou  are 


SCHOOL  DISCIPLINE  AND  SCHOOL  MANAGEMENT.       49 
Plaits  suggested. 

worried.  The  angel  of  peace  must  descend  so 
softly,  that  his  coming  shall  not  be  known,  save  as 
the  benediction  of  his  presence  spreads  order,  like  a 
smile  of  light,  through  the  place. 

"  If  a  sudden,  skilful  change  of  the  ordinary  ar- 
rangements and  exercises  of  the  day  takes  the  schol- 
ars, as  it  were,  off  their  feet;  if  an  unexpected  nar- 
rative, or  a  fresh  lecture  on  an  unfamiliar  theme, 
kept  ready  for  such  an  emergency,  is  sprung  upon 
their  good-will ;  if  a  sudden  resolving  of  the  body 
into  a  volunteer  corps  of  huntsmen  on  the  search 
of  some  etymological  research,  the  genealogy  of  a 
custom,  or  the  pedigree  of  an  epithet,  surprises 
them  into  an  involuntary  interest ;  or,  in  a  younger 
company,  if  music  is  made  the  Orphean  minister  of 
taming  savage  dispositions  again,  —  then  your  ob- 
lique and  unconscious  tuition  has  wrought  the  very 
charm  that  was  wanted ;  the  room  is  ventilated  of 
its  restless  contagion,  and  the  furies  are  fled. 

"  Or  if,  as  is  more  than  probable,  the  disorder 
was  in  the  teacher  himself;  if  the  petulance  of  the 
school  all  took  its  origin  in  the  disobedience  of  some 
morbid  mood  in  the  master's  own  mind  or  body, 
and  only  ran  over,  by  sympathetic  transmission, 
upon  the  benches,  so  that  he  saw  it  first  in  its  re- 
flection there,  —  of  what  use  to  assail  the  insubordi- 
nation by  a  second  charge  out  of  the  same  temper  ? 
Ilis  only  remedy  is  to  fall  back  on  the  settled  spir- 
itual laws  of  his  own  being.  He  must  try  to  es- 
cape out  of  the  special  disturbance  into  the  general 
harmony ;  ho  must  retreat,  in  this  cnr.Tgency  of 


50  THE  TEACHER'S  ASSISTANT. 


Loud  Talking. 


temptation,  into  those  reso\irces  of  character,  prin- 
ciple, affection,  provided  by  the  previous  and  nor- 
mal disposition  of  his  soul.  This  ho  will  achieve  by 
some  such  process  as  that  just  specified,  displacing 
the  ground  of  a  direct  and  annoying  conflict  by  new 
scenery,  and  rather  leaping  up  out  of  the  battle  with 
foes  so  mean,  than  staying  to  fight  it  out  on  their 
level." 

Talk  not  Much  nor  Loud.  —  It  is  a  very  com- 
mon error  with  young  teachers,  that  they  talk  too 
much  and  too  loud  ;  —  and  wherever  you  meet  with 
one  of  these  garrulous  and  noisy  teachers,  you  will 
be  sure  to  find  a  disorderly  school.  Let  us  call  at 
two  schools  and  notice  the  difference.  Here  is  a 
school  of  fifty  pupils,  kept  by  Miss  Matilda  Captious 
Fussy.  The  pupils  arc  nearly  all  untidy  in  appear- 
ance, inattentive  to  lessons,  disorderly,  and  noisy, — 
whispering,  and  constantly  asking  unimportant  ques- 
tions of  the  teacher.  It  is  a  sort  of  "  Bedlam  let 
loose."  But  the  children  arc  not  the  only  actors. 
Listen  to  the  teacher,  who,  in  loud  and  petulant 
tones,  and  in  rapid  succession,  thus  speaks  :  —  "  We 
must  have  less  noise,  scholars."  "  You  are  the 
worst  set  of  children  I  ever  saw."  "Sit  down, 
Mary."  "  John,  did  n't  I  tell  you  not  to  whisper  ? " 
"  Susan,  what  arc  you  doing?  "  "  Sarah,  I  'vc  told 
you  twenty  times  that  you  mustn't  look  out  of  the 
window,  and  you  don't  mind  one  word  I  say." 
"  Peter,  did  n't  I  tell  you  I  should  punish  you  if 
you  did  that  again?  You'll  get  it  by  and  by." 


SCHOOL  DISCIPLINE  AND  SCHOOL  MANAGEMENT.      51 
The  Contrast. 

"  Thomas,  what  arc  you  out  of  your  seat  for?  If 
you  don't  mind  better,  I  shall  punish  you."  And 
thus  it  continues  through  the  livelong  day,  —  the 
teacher  noisily  issuing  meaningless  orders  and 
threats,  the  pupils  hearing  them  as  they  would 
the  whistling  winds.  The  room  is  unswept  and  in 
disorder ;  the  teacher,  slovenly  in  her  personal  ap- 
pearance, and  unlovely  and  forbidding  in  look  and 
manner.  All  is  discord,  —  no  discipline,  no  true 
teaching,  no  good  habits.  The  classes  are  called 
upon  to  recite  without  any  seeming  regard  to  time 
or  manner ;  they  move  noisily  and  dilatorily  to 
the  recitation  seat ;  their  answers  are  indistinct, 
and  mostly  imperfect ;  there  is  an  entire  heartless- 
ness  and  hecdlessness  about  every  exercise  and  every 
effort. 

"We  have  stopped  long  enough,  —  let  us  pass  along. 
Here  we  come  to  another  school,  of  the  same  size, 
kept  by  Miss  Mary  Cheerful  Method.  "We  enter, 
and  are  greeted  by  the  teacher's  pleasant  smile,  wel- 
coming -us  to  her  school.  She  looks  pleasant  and 
happy  ;  the  room  is  a  model  of  neatness  and  order  ; 
the  pupils  look  cheerful  and  industrious,  each  ear- 
nestly attending  to  his  lessons.  There  is  no  whis- 
pering, no  useless  questioning,  no  confusion  ;  cheer- 
ful quietness  and  well-ordered  industry  meet  the  eye 
on  every  hand.  The  teacher  says  but  little,  and 
every  remark  is  made  in  that  pleasant  and  subdued 
tone  which  is  sure  to  be  heard  and  regarded.  "  The 
still,  small  voice"  is  readily  heard,  and  promptlv 
obeyed.  When  the  classes  are  called  to  recite,  they 


52  THE  TEACHER'S  ASSISTANT. 

Prompt  Obedience. 

take  their  places  with  alacrity,  and  without  noise ; 
and,  as  we  might  expect,  the  lessons  are  well  com- 
mitted and  distinctly  recited.  It  is  in  all  respects  a 
pleasant  and  well-managed  school.  And  do  you 
not  see  that,  in  each  school,  as  was  the  teacher,  so 
were  the  pupils  ?  I  trust  you  have  learned  a  use- 
ful lesson  from  these  visits,  and  that  you  will  not 
hesitate  which  of  the  two  to  take  as  your  model. 

Insist  on  Prompt  and  Exact  Obedience.  —  Be 
sure  that  your  requirements  are  reasonable  and 
right,  and  be  satisfied  with  nothing  short  of  an  im- 
plicit, exact,  and  prompt  obedience  to  them.  There 
is  an  unwilling,  hesitating  compliance  with  requisi- 
tions, which  is  little  better  than  downright  disobe- 
dience. Indeed,  it  is  often  more  annoying,  from 
the  difficulty  of  meeting  it.  Positive  and  direct  re- 
fusal to  obey  orders  yoii  know  how  to  deal  with  ; 
but  a  half-way  obedience,  a  sort  of  attempt  on  the 
part  of  the  pupil  to  compromise  by  meeting  you 
half-way,  may  sometimes  seem  to  lack  dcfiniteness. 
But  really  it  has  point,  and  must  be  met  without 
hesitation.  Early,  then,  impress  upon  the  minds  of 
your  pupils  that  you  make  no  difference  between  a 
direct  act  of  disobedience  and  obedience  reluctantly 
and  sullenly  rendered.  In  some  instances  the  lat- 
ter may  be  the  worse. 

Never  promise  what  you  cannot  perform,  nor 
that  which  it  would  be  Wrong-  or  Unreasonable  to 
perform.  —  Very  young  pupils  will  readily  discover 


SCHOOL  DISCIPLINE  AND  SCHOOL  MANAGEMENT.      53 
Truthfulness. 

if  you  err  in  this  particular.  My  earliest  school 
recollections  are  of  a  "  schoolma'am "  who  often 
threatened  to  cut  off  the  ears  of  her  pupils  if  they 
did  not  sit  still.  Child  as  I  was,  I  thought  she 
meant  what  she  said,  and  with  almost  breathless 
stillness  I  kept  my  eye  for  the  entire  first  day  upon 
a  pair  of  scissors  which  were  attached  to  her  person. 
I  regarded  them  as  the  ear-shortening  implements  ; 
but  after  having  heard  the  threat  many  times  re- 
peated, and  finding  my  own  ears  were  uninjured,  I 
concluded  that  the  teacher  was  uttering  idle  threats, 
and  I  lost  the  little  respect  for  her  that  I  first 
had.  It  was  soon  ascertained  that  she  said  what 
she  did  not  mean,  and  then  her  words  fell  upon 
our  ears  as  the  idle  wind.  Ever,  my  friend,  study 
to  verify  your  words  by  your  acts ;  but  also  study 
to  have  both  words  and  acts  consistent  and  right. 

Never  threaten  to  inflict  a  certain  Mode  or  Kind 
of  Punishment  for  certain  anticipated  Offences.  — 
Different  pupils  require  different  inducements  and 
different  methods  of  discipline.  As  no  two  cases 
of  transgression  will  be  precisely  similar  in  all  their 
bearings  and  particulars,  so  it  will  not  be  wise  to 
have  a  uniform  and  undeviating  kind  of  punish- 
ment for  all  offenders.  Aim  always  to  deal  justly 
und  impartially  ;  and  in  order  that  you  may  so  deal, 
you  must  carefully  weigh  all  circumstances,  and 
studiously  adapt  your  discipline,  both  in  kind  and 
in  degree,  to  the  peculiar  temperament  and  dispo- 
sition of  each  offender.  Let  the  motives  and  cir- 


54  THE  TEACHER'S  ASSISTANT. 

An  Incident. 

cumstanccs  attending  tho  error  always  be  duly  con- 
sidered.    The  following  incident,  which  I  find  in 
the  Canada  Journal  of  Education,  will  illustrate  my 
position,  and,  I  hope,  convey  a  good  lesson  :  — 
"  My  third  attempt  at  teaching  was  in  the  parish 

of  St.  A .     I  had  been  engaged  in  the  ordinary 

duties  of  a  common  school  for  three  or  four  weeks, 
when,  on  a  very  cold,  bright  day  in  Jamiary,  a  group 
of  children  arrived  rather  earlier  than  the  usual 
hour.  They  were  all  new  pupils,  except  one.  This 
was  pleasing  to  me.  As  the  children  approached,  I 
heard  sobbing,  and,  upon  opening  the  door,  the  lad, 
who  had  previously  attended  the  school,  entered, 
leading  by  the  hand  a  little  girl  about  seven  years 
of  age.  Her  eyes  were  large  and  blue ;  her  hair, 
which  was  too  fair  to  be  golden,  hung  around  her 
neck  in  little  ringlets  ;  her  cheeks  Avere  red,  though 
partly  concealed  by  frozen  tears.  Her  complexion 
was  very  fair,  and  her  features  of  an  exquisite  mould. 
Ilcr  cousin  Charley  was  about  twelve  years  of  age, 
tall,  and  well  formed  ;  his  eyes  were  black,  and  his 
hair  was  of  the  same  color ;  his  features  were  regu- 
lar, and  indicative  of  intellect  as  well  as  benevolence. 
As  Charley  entered,  he  said,  '  This  is  Cousin  Polly  ; 
she  's  coming  to  school,  please,  Sir,  and  I  told  her 
you  would  n't  whip  her  if  she  is  a  good  girl ;  she  's 
crying  with  the  cold.'  With  a  little  dialing  of  tin; 
cold  hands  and  the  aid  of  a  good  fire,  Polly  soon 
became  comfortable.  After  this  introduction,  Polly, 
Charley,  and  myself  were  very  good  friends.  Time 
glided  pleasantly  away,  for  we  had  a  most  agreeable 


SCHOOL  DISCIPLINE  AND  SCHOOL  MANAGEMENT.      55 
Charley  and  Polly. 

assemblage  of  youth,  and,  with  one  exception,  a 
pleasant  school-room.  The  exception  was,  that  two 
of  our  windows  overlooked  the  highway,  and  thus 
presented  a  temptation  to  violate  the  rules  of  dis- 
cipline, by  looking  at  passers-by  in  the  time  of 
study.  The  winter  was  nearly  over,  and  I  had  be- 
come strongly  attached  to  Charley  and  his  Cousin 
Polly,  for  they  were  docile  and  obedient,  —  seem- 
ingly full  of  affection  for  me,  as  well  as  for  each 
other.  I  had  never  had  occasion  to  chastise  either 
of  them  during  the  term.  Indeed,  I  had  to  be  cau- 
tious about  addressing  them  in  a  hasty  or  excited 
manner,  else  they  would  have  burst  into  tears  im- 
mediately ;  and  to  speak  harshly  to  them  would  be 
worse  than  whipping'  some  children.  One  day,  near 
the  close  of  the  term,  I  had  been  disturbed  several 
times,  while  attending  to  classes,  by  the  scholars 
seated  near  the  windows  already  mentioned.  They 
would  rise  from  their  seats  to  look  at  any  vehicle 
which  might  be  passing.  After  having  been  inter- 
rupted three  times  while  engaged  with  a  class,  and 
as  often  remonstrating,  1  lost  patience,  and  said  that 
I  should  ferule  the  first  one  who  arose  again  to  look 
out  of  the  windows.  After  this  announcement  all 
were  very  quiet  for  some  time  ;  but  before  I  had 
concluded  the  exercises  of  my  class,  I  heard  a  noise, 
and,  looking  around,  I  saw  Polly  standing  upon  a 
desk  and  stretching  past,  two  girls  to  look  out  of  the 
window.  Here  was  a  case.  All  eyes  were  upon 
me.  I  had  described  a  certain  kind  of  punishment, 
and  pledged  my  word  to  inllict  it  upon  the  one  who 


56  TUB    TEACH  Kll'ri    ASSISTANT. 

Unpleamnt  Predicament 


should  violate  the  rulo.  Polly  was  the  last  one  I 
deemed  likely  to  be  guilty,  and  the  last  person  in  the 
school  whom  I  wished  to  punish  in  such  a  manner ; 
hut  now  my  only  alternative  was  to  hreak  my  word 
or  to  punish  Polly.  I  called  her  to  me  ;  she  came, 
with  tears  in  her  eyes.  I  asked  her  why  she  wept  ? 
She  said  she  was  sorry  she  had  forgotten  the  rule ; 
that  she  had  been  told,  by  Fanny  Conly,  that  her 
papa  and  mamma  were  coming  for  her  in  the  sleigh, 
and  she  got  up  to  look  out  without  thinking.  I 
replied,  *  If  I  should  not  punish  you  as  I  said,  I 
should  be  guilty  of  an  untruth,  which  is  sinful,  and 
I  should  lose  your  respect  and  esteem,  as  well  as 
that  of  your  schoolmates.'  '  0  dear  !  yes,  you  must 
punish  me,'  said  Polly,  with  a  gush  of  tears ;  4  but 
I  feel  so  bad  because  I  cannot  help  it  now  I '  and 
she  held  out  her  hand.  I  stood  up  as  though  I  was 
about  to  inflict  the  expected  blows,  when  Charley 
approached,  and,  holding  out  his  hand,  said,  '  Please, 
master,  whip  me,  and  don't  whip  Polly.'  From  this 
little  incident  I  learned  two  things  about  discipline ; 
—  first,  never  to  pledge  myself  to  any  particular 
kind  of  punishment  beforehand ;  and  second,  that 
children  often  shed  tears  because  their  error  is  past 
recall,  or,  in  the  words  of  Polly,  '  because  they  can- 
not help  it,'  when  their  teachers  suppose  they  are 
crying  for  fear  of  the  punishment." 

A  particular  Offence  docs  not  necessarily  call 
for  the  Infliction  of  a  Specific  Punishment.  —  All  at- 
tendant and  palliating  circumstances  should  always 


SCHOOL  DISCIPLINE  AND  SCHOOL  MANAGEMENT.      57 
The  Physician. 

be  taken  into  account  in  deciding  upon  disciplinary 
measures.  A  course  that  would  be  highly  salutary 
in  one  case,  under  one  set  of  circumstances,  would 
prove  far  otherwise  in  another  case,  and  under 
other  circumstances.  A  certain  physician  once  had 
as  a  patient  an  Englishman.  The  disease  was  fe- 
ver. He  allowed  the  patient  to  partake 'frequently 
of  chicken-broth.  The  sick  man  was  restored  to 
heal tli ;  and  the  doctor  wrote  in  his  note-book, 
"  Chicken-broth  is  good  in  case  of  fever."  His 
next  patient  was  a  Frenchman,  and  the  disease  fever. 
He  was  allowed  to  partake  of  chicken-broth,  and 
died.  The  next  memorandum  in  the  note-book  was, 
"  Though  chicken-broth  is  good  for  an  Englishman 
in  case  of  fever,  it  will  kill  a  Frenchman."  From 
this  learn  a  lesson  in  school  discipline,  and  study 
to  adapt  the  mode  of  discipline  to  existing  circum- 
stances and  peculiarities,  and  never  feel  that  the 
same  means  will  always  produce  the  same  results. 

Re  Calm  and  Self-possessed.  —  Never  give  your 
pupils  opportunity  to  feel  that  they  can  annoy  you  ; 
for  if  they  find  you  over-sensitive,  they  will  ever  be 
on  the  alert  to  do  things  which  will  vex  you.  But 
while  you  aim  to  let  them  see  that  you  control  your- 
self, be  sure  also  to  have  them  feel  that  you  shall 
control  them ;  and  that  any  degree  of  impropriety 
on  their  part  will  be  duly  considered,  even  though  il 
may  not  receive  immediate  notice.  It  is  well,  occa- 
sionally, to  let  certain  errors  and  deviations  pass, 
apparently  unnoticed,  during  the  day,  and  be  taken 


58  THE  TEACHER'S  ASSISTANT. 

Neatness  nnd  Courtesy. 

into  consideration  at  a  quiet  hour  after  school.  In 
a  calm  but  firm  manner,  call  the  offenders  to  an  ac- 
count, administering  such  punishment,  or  censure, 
as  may  seern  necessary.  Do  not  forget  that  there 
is  a  right  time,  place,  and  manner  in  which  to  say 
things,  and  never  administer  reproof  or  punishment, 
when  citner  the  erring  or  yourself  arc  in  a  state  of 
undue  excitement. 

Cultivate  Habits  of  Neatness  and  Courtesy  as 
Helps  to  Discipline.  —  If  you  can  so  inspire  a  hoy 
with  feelings  of  self-respect,  that  he  will  always  en- 
ter the  school-room  with  his  person  and  apparel  in 
a  neat  and  cleanly  condition,  you  will  at  the  same 
time  create  within  him  a  desire  to  regard  the  rules 
of  the  school.  If,  in  addition  to  this,  you  can  in- 
duce him  to  regard  the  rules  of  propriety  and  cour- 
tesy in  his  manner  and  conversation  with  others, 
you  may  be  quite  sure  all  else  will  be  right.  A 
courteous  pupil  will,  almost  as  a  matter  of  course, 
be  an  obedient  and  attentive  pupil. 

Von  ask,  if  you  must  ever  resort  to  corporal  pun- 
ishment. In  answer  to  this,  1  Avish  I  might  feel 
A\  arrantcd  in  saying  that  it  is  never  necessary.  1 
hope  the  time  may  come  when  it  will  Vie  wholly  un- 
necessary ;  but  I  do  not  believe  that  time  has  yet 
arrived.  I  will  advise,  however,  that  you  inflict 
corporal  punishment  as  seldom  as  possible.  Make 
it  your  u  strange  work  '' ;  and  when  you  resort  to 
it,  do  it  in  such  manner  and  in  such  spirit  as  will 
make  the  right  impression.  In  most  cases,  1  would 


SCHOOL  DISCIPLIN;:  AND  SCHOOL  MANAGEMENT.     59 

Corporal  Punishment. 

recommend  that  corporal  punishment  be  inflicted  in 
private  ;  and  yet  there  will  be  cases,  in  which  the 
greatest  good  of  all  concerned  will  require  that  the 
punishment  be  inflicted  in  the  presence  of  the  whole 
school.  If  a  boy  wilfully  sets  at  defiance  all  whole- 
some authority,  and  says  or  does  things,  in  the 
presence  of  the  whole  school,  for  the  plirpose  of 
showing  that  "  he  will  do  as  he  pleases,"  the  bet- 
ter way  will  be  to  administer  to  him  the  well-de- 
served punishment  in  the  presence  of  all  who  have 
witnessed  the  transgression.  If,  however,  you  can 
secure  the  entire  co-operation  of  the  parents,  you 
will  not  often  have  any  trouble  of  a  disciplinary 
nature.  I  do  not  hesitate  to  express  the  belief,  that, 
when  all  teachers  shall  be  thoroughly  qualified  for 
their  high  duties,  and  enter  upon  their  discharge 
with  an  earnest  fidelity,  and  when  all  parents  shall 
be  faithful  in  training  their  children  in  "  the  way  in 
which  they  should  go,"' we  shall  hear  no  complaints 
touching  school  discipline.  But  until  that  good 
time  shall  come,  the  best  of  teachers  may  some- 
times find  it  necessary  to  resort  to  corporal  punish- 
ment;  l»ut  ordinarily,  the  higher  the  qualifications 
of  the  instructor,  Hie  less  frequently  will  such  occa- 
sions occur. 

Never  scold.  —  If  whipping  is  objectionable,  scold- 
ing is  much  more  so.  If  you  speak  in  fretful  and 
fault-finding  tones,  your  pupils  will  soon  lose  all 
respect  for  you,  and  they  will,  to  a  great  extent, 
partake  of  your  spirit.  In  such  things  "  like  pro- 


60  THE  TEACHER'S  ASSISTANT. 

Anecdote. 

duces  like."  Mild  and  pleasant  tones,  combined 
with  a  firm  and  determined  manner,  will,  in  mo.^-t 
cases,  secure  the  desired  result.  I  once  visited  a 
school,  kept  by  an  accomplished  lady,  who  ever  ex- 
ercised the  most  perfect  control  over  her  feelings 
and  actions.  A  class  was  called  upon  to  read.  In 
it  was  one  of  those  disagreeable  things,  —  an  obsti- 
nate, mulish  girl.  "When  her  turn  to  read  came, 
she  paid  no  regard  to  it.  The  teacher  very  pleas- 
antly, but  firmly,  said,  "  Read,  Mary."  But,  in 
stubborn  expression,  Mary's  countenance  said,  "  I 
won't."  The  teacher,  with  the  utmost  composure, 
said,  "  You  may  continue  standing,  and  the  next 
may  read."  Wishing  to  know  the  teacher's  plan  in 
such  cases,  I  asked  what  she  intended  to  do  in  this 
instance.  Her  reply  was,  "  I  shall  let  my  patience 
have  its  perfect  work,  and  Miss  Obstinate  will  not  be 
allowed  to  leave  her  place,  until  she  has  performed 
her  part ;  and  as  the  regular  time  has  passed, 
she  must  await  my  time,  —  which  will  not  be  until 
every  other  lesson  has  received  attention,  and  the 
faithful  pupils  have  been  dismissed."  Throughout 
the  whole,  the  teacher  was  as  calm  as  a  summer's 
day ;  and  I  doubt  not  that  the  plan  adopted  was 
entirely  effectual. 

Never  attempt  to  frighten  a  Pupil  into  Obedi- 
ence.—  Temporary  subjection  may  be  secured  by 
terror,  but  it  will  not  be  a  true  submission.  The 
motive  is  a  wrong  one,  and  the  result  will  have  no 
permanency.  Let  it  be  ever  your  aim  to  exercise 


SCHOOL  DISCIPLINE  AND  SCHOOL  MANAGEMENT.       61 
Be  exemplary. 

that  influence  over  your  pupils,  which  will  lead  them 
to  respect  authority,  and  to  do  right,  from  high  and 
honorable  motives.  So  far  as  possible,  train  them 
to  habits  of  self-control  and  self-discipline.  Be  to 
the  little  ones  under  your  care  an  example  of  all 
that  is  "  lovely  and  of  good  report,"  ever  manifest- 
ing on  your  part  a  willing  and  prompt  obedience  to 
the  higher  powers.  Remember  always  that 

"  The  mind,  impressible  and  soft,  with  ease 
Imbibes  and  copies  that  she  hears  and  sees, 
And  through  life's  labyrinth  holds  fast  the  clew- 
That  first  instruction  gives  her,  false  or  true." 

How  important  is  it,  then,  not  only  that  right  im- 
pressions be  made  on  tender  minds,  but  also  that 
they  be  made  in  the  right  way  and  in  the  true  spirit. 
It  is  unquestionably  true,  that  parents  and  teachers 
do  wrong  by  being  over-exacting  and  over-rigid  in 
their  treatment  of  the  young,  not  making  sufficient 
allowance  for  youthful  feelings  and  buoyancy  of 
spirit.  Is  there  not  a  lesson  prettily  expressed  in 
the  following  lines  ? 

"  He  who  checks  a  child  with  terror, 

Stops  its  play,  and  stills  its  song, 
Not  alone  commits  an  error, 
But  a  great  and  moral  wrong. 

"  Give  it  play,  and  never  fear  it,  — 

Active  life  is  no  defect ; 
K        Never,  never  break  its  spirit,  — 
Curb  it  only  to  direct. 

"  Would  you  stop  the  flowing  river, 

Thinking  it  would  cease  to  flow  < 
Onward  it  must  flow  for  ever,  — 
Better  teach  it  where  to  go." 
6 


C2  THE  TEACHER'S  ASSISTANT. 

System.  —  Roger  Ascham. 


Have  System  in  Relation  to  all  your  Exercises.— 
This  will  be  of  great  service  to  you  in  the  disci- 
pline of  your  school.  Have  a  time  for  every  recita- 
tion, and  have  every  recitation  at  its  proper  time. 
See  that  every  pupil  has  work  enough  to  occupy  his 
time,  and  do  all  you  can  to  make  every  lesson  inter- 
esting by  illustrations  of  your  own.  Pupils  love 
order  and  system ;  and,  if  they  are  kept  properly 
employed,  they  will  not  be  tempted  to  wrong  action. 
Nothing  is  more  true,  than  that  a  certain  noted 
"  busybody "  has  always  some  mischief  for  idle 
hands  to  do ;  and  if  you  fail  to  give  your  pupils 
useful  work,  he  will  give  them  that  which  will 
greatly  increase  your  labors  and  trials. 

Aim  earnestly  and  constantly  to  make  all  the 
Exercises  of  the  School-room  pleasant  and  attract- 
ive.—  Many  a  child  has  acquired  an  unconquerable 
dislike  of  school,  and  all  that  pertains  to  it,  on  ac- 
count of  the  forbidding  manner  or  injudicious  chid- 
ing of  umvise  teachers  ;  —  even  as  some  children, 
from  ill-treatment  at  home,  have  boon  brought  to 
regard  any  place  as  more  attractive  than  home. 
On  this  point  let  me  quote  from  the  quaint  lan- 
guage of  Roger  Ascham,  ,in  "  The  Schoolmaster," 
published  in  London,  in  1571. 

"•  Yet  some  will  say  that  children  of  nature  love 
pastime,  and  mislike  learning,  because  in  their  kind 
one  is  easy  and  pleasant,  the  other  hard  and  weari- 
some. Which  is  ;in  opinion  not  so  true  as  some  men 
ween.  For  the  matter  lieth  not  so  much  in  the  dis- 


SCHOOL  DISCIPLINE  AND  SCHOOL  MANAGEMENT.       G3 
Lady  Jane  Grey. 

position  of  them  that  be  young,  as  in  the  order  and 
manner  of  bringing  up  by  them  that  be  old  ;  nor  yet 
in  the  difference  of  learning  and  pastime.  For  beat 
a  child  if  he  dance  not  well,  and  cherish  him  though 
he  learn  not  well,  ye  shall  have  him  unwilling  to  go 
to  dance,  and  glad  to  go  to  his  book ;  knock  him 
always  when  he  draweth  his  shaft  ill,  and  favor  him 
again  though  he  fault  at  his  book,  ye  shall  have  him 
very  loth  to  be  in  the  field,  and  very  willing  to  go  to 

school And   one    example,  whether   love 

or  fear  doth  work  more  in  a  child  for  virtue  and 
learning,  I  Avill  gladly  report,  which  may  be  heard 
with  some  pleasure,  and  followed  with  more  profit. 
"  Before  I  went  into  Germany,  I  came  to  Brode- 
gate  in  Leicestershire,  to  take  my  leave  of  that  noble 
Lady  Jane  Grey,  to  whom  I  was  exceeding  much 
beholden.  Her  parents,  the  Duke  and  Duchess, 
with  all  the  household,  gentlemen  and  gentlewo- 
men, were  hunting  in  the  park.  I  found  her  in 
her  room,  reading  '  Pluedo  Platonis,'  in  Greek,  and 
that  with  as  much  delight  as  some  gentlemen  would 
read  a  merry  tale  in  Boccace.  After  salutation  and 
duty  done,  with  some  other  talk,  I  asked  her  why 
she  would  lose  such  pastime  in  the  park  ?  .Smiling, 
she  answered  me :  '  I  wist,  all  their  sport  in  the 
park  is  but  a  shadow  to  that  pleasure  that  I  find  in 
Plato.  Atas  !  good  folk,  they  never  felt  what  true 
pleasure  meant.'  '  And  how  came  you,  madam,' 
quoth  I,  '  to  this  deep  knowledge  of  pleasure  'i 
And  what  did  chiefly  allure  you  unto  it,  seeing  not 
many  women,  but  very  few  men,  have  attained 


64  THE  TEACHER'S  ASSISTANT. 


The  Kind  Teacher. 


thereunto  ?  '  'I  will  tell  yoii,'  quoth  she,  '  and  tell 
you  a  truth  which  perchance  ye  will  marvel  at. 
One  of  the  greatest  benefits  that  God  ever  gave  me 
is,  that  he  sent  me  so  sharp  and  severe  parents,  and 
so  gentle  a  schoolmaster.  For  when  I  am  in  pres- 
ence of  either  father  or  mother,  whether  1  speak, 
keep  silence,  sit,  stand  or  go,  eat,  drink,  be  merry 
or  sad,  be  playing,  sewing,  dancing,  or  doing  any- 
thing else,  1  must  do  it,  as  it  were,  in  such  weight, 
measure,  and  number,  even  so  perfectly  as  God 
made  the  world ;  or  else  I  am  so  sharply  taunted, 
so  cruelly  threatened,  yea  presently  sometimes  with 
pinches,  nips,  and  bobs,  and  other  ways  (which  I 
will  not  name  for  the  honor  I  bear  them)  so  with- 
out measure  misordered,  that  I  think  myself  in  hell, 
till  time  come  that  I  must  go  to  Mr.  Elmer,  who 
teacheth  me  so  gently,  so  pleasantly,  with  such  fair 
allurements  to  learning,  that  I  think  all  the  time 
nothing  while  I  am  with  him.  And  when  I  am 
called  from  him,  I  fall  on  weeping,  because  whatso- 
ever I  do  else  but  learning  is  full  of  grief,  trouble, 
fear,  and  whole  misliking  unto  me.  And  thus  my 
book  hath  been  so  much  my  pleasure,  and  bringcth 
daily  to  me  more  pleasure  and  more,  that  in  respect 
of  it  all  other  pleasures,  in  very  deed,  be  but  trifles 
and  troubles  unto  me.' ' 

May  not  parents  and  teachers  draw  a  lesson  from 
this  ?  Some  poet  thus  happily  portrays  the  power 
of  gentleness  and  kindness  :  — 

"  Wouldst  thou  a  wanderer  reclaim, 
A  wild  and  restless  spirit  tame,  — 


SCHOOL  DISCIPLINE  AND  SCHOOL  MANAGEMENT.       65 


The  True  Course. 


Check  the  warm  flow  of  youthful  blood, 
And  lead  an  erring  one  to  God  ? 
Pause ;  —  if  thy  spirit's  wrath  be  stirred, 
Speak  not  to  him  a  bitter  word ;  — 
Speak  not,  —  that  bitter  word  may  be 
The  stamp  that  seals  his  destiny. 

"  If  widely  he  hath  gone  astray, 
And  dark  excess  has  marked  his  way, 
'T  is  pitiful,  but  yet  beware ;  — 
Reform  must  come  from  kindly  care. 
Forbid  thy  parting  lips  to  move 
But  in  the  gentle  tones  of  love. 
Though  sadly  his  young  heart  hath  erred, 
Speak  not  to  him  a  bitter  word. 

"  The  lowering  frown  he  will  not  bear  ; 
The  venomed  chiding  will  not  hear ; 
The  ardent  spirit  will  not  brook 
The  stinging  tooth  of  sharp  rebuke. 
Thou  wouldst  not  goad  the  restless  steed, 
To  calm  his  fire  or  check  his  speed ; 
Then  let  no  angry  tones  be  heard,  — 
Speak  not  to  him  a  bitter  word. 

"  Deal  kindly  with  him  ;  make  him  feel 
Your  heart  yearns  deeply  for  his  weal ; 
Tell  him  the  perils  of  the  way 
Wherein  his  devious  footsteps  si  ray  : 
So  shall  thou  win  him,  — call  him  back 
From  pleasure's  smooth,  seductive  track  ; 
And  warnings,  thou  hast  mildly  given, 
May  guide  the  wanderer  to  Heaven." 

I  have  -written  you  a  long  letter  on  the  subject  of 
discipline.  The  great  importance  which  I  attach  to 
the  subject  must  be  my  apology,  and  if  you  can  gain 
a  single  new  and  correct  view  of  t'.iis  part  of  your 
duty,  I  shall  not  have  written  in  vain,  nor  will  you 

G* 


GG  THE  TEACHER'S  ASSISTANT. 

Study  Circumstances. 


have  read  in  vain.  I  have  given  you  some  specific 
directions,  which  I  trust  may  be  of  service  to  you. 
In  closing,  let  me  urge  upon  your  attention,  briefly, 
the  importance  of  making  your  school  pleasant  and 
attractive,  by  doing  all  you  can  to  make  its  lessons 
clear  and  interesting.  Let  the  pupils  see  that  they 
have  in  you  a  sincere  friend,  —  one  who  loves  them, 
and  wishes  to  do  them  good.  Study  carefully  their 
natures,  dispositions,  temperaments,  peculiarities. 
Learn  what  you  can  of  their  home-training  and 
"  out-of-school  "  influences.  Gain  their  confidence 
and  secure  their  affection,  and  you  may  guide  and 
control  them  at  will.  So  far  as  circumstances  will 
allow,  cultivate  the  acquaintance  of  the  parents  of 
your  pupils,  and  strive  to  inspire  them  with  the 
feeling  that  you  are  but  a  co-worker  in  the  busi- 
ness of  educating  their  children.  If  possible,  cause 
them  *to  feel  that  they  can  aid  you,  and  that  you 
have  a  just  claim  upon  their  cheerful  and  constant 
support  and  co-operation.  With  the  good-will  and 
kindly  feelings  of  your  pupils,  and  with  the  approv- 
ing efforts  of  their  parents,  you  will  be  strong  for 
any  work ;  without  these,  you  will  labor  at  great 
disadvantage,  and  your  best  intentions  and  plans 
will  fail  of  accomplishing  what  you  may  desire  to 
accomplish.  As  parental  co-operation  is  so  essen- 
tial to  your  highest  success  in  disciplining  and 
instructing  your  pupils,  I  shall  in  my  next  give 
you  a  few  hints  iu  relation  to  your  intercourse  and 
duties  with  the  parents  of  your  pupils. 

Your  sincere  friend, 

C. 


LETTER    VI. 

PARENTAL   CO-OPERATION. 

MY  DEAR  FRIEND  :  — 

THE  highest  success  of  a  school  demands  the 
united  and  harmonious  efforts  of  three  parties,— 
teachers,  parents,  and  pupils.  If  you  would  hope 
to  he  truly  successful  in  your  labors,  you  must  not 
only  have  your  own  efforts  earnest  and  judicious, 
hut  you  must  also  he  able  to  devise  means  and 
adopt  plans  that  will  awaken  and  keep  alive  an  in- 
terest on  the  part  of  your  pupils  and  their  parents. 
It  will  be  my  purpose  in  this  letter  to  offer  a  few 
hints  in  this  direction. 

You  must  manifest  a  deep  Interest  in  your  Daily 
Work.  —  If  you  possess  true  enthusiasm,  and  labor 
with  a  will  and  with  efficiency,  your  pupils  will 
not  only  imbibe  of  your  spirit,  but  they  will  im- 
part it  to  ihcir  parents.  Let  your  scholars  see 
that  you  feel  a  sincere  interest  in  their  studies,  and 
that  you  take  delight  in  their  improvement ;  let 
them  .see  that  you  arc  ever  devising  plans  which 
will  tend  to  make  their  lessons  more  intelligible, 
pleasant,  and  profitable,  and  they  will  be  quickened 


68  THE  TEACHER'S  ASSISTANT. 

Interest  in  your  Work. 

in  their  efforts  and  cheered  in  their  labors.  "  0 
mother !  "  said  a  little  girl,  "  I  never  loved  to  go  to 
school  till  this  term,  and  now  I  don't  wish  to  be  ab- 
sent a  single  hour."  "  But  why,"  said  the  mother, 
"  are  you  so  much  interested  in  your  school  now  ?  " 
"  Because,  mother,  our  teacher  is  so  pleasant  and 
kind.  She  always  helps  us  all  she  can,  and  then 
she  makes  our  lessons  so  interesting !  All  the 
scholars  love  her,  and  mean  to  do  all  they  can  to 
please  her." 

Do  not,  however,  imagine  that  you  arc  to  gain 
the  good-will  of  your  pupils  by  an  easy  discipline, 
or  by  making  the  lessons  so  simple  as  to  excuse 
them  from  all  mental  effort.  Pupils  like  order  and 
study,  if  secured  in  the  right  way.  Teach  them 
how  to  study.  Cause  them  to  feel  that  they  have  a 
special  interest  in  the  prosperity  of  the  school,  and 
that  they  will  be  doing  the  most  for  themselves, 
when  they  are  earnestly  co-operating  with  you,  by 
yielding  an  implicit,  prompt,  and  cheerful  com- 
pliance with  your  wishes  and  requirements.  Make 
them  realize  that  your  success  and  theirs  are  identi- 
cal. If  they  thus  feel  an  interest  in  you  and  your 
efforts,  they  will  not  be  slow  in  making  their  feel- 
ings known  at  the  home  fireside. 

Visit  the  Homes  of  your  Pupils.  —  Do  this  for 
your  own  good,  and  for  the  good  of  your  pupils 
and  their  parents.  These  visits,  made  in  the  right 
spirit,  will  give  you  an  influence  that  will  be  worth 
much  to  you,  and  prove  valuable  in  all  your  labors. 


PARENTAL    CO-OPERATION.  69 

Visits  to  Parents. 

Make  them  occasions  for  learning  all  you  can  in  re- 
lation to  the  home  influences,  which  conspire  to  aid 
you,  or  to  counteract  your  efforts.  It  will  tend  to 
please  both  parents  and  children  to  see  that  you 
have  an  interest  in  them,  that  extends  beyond  the 
limits  of  the  school-room.  But  that  these  visits 
may  prove  mutually  pleasant  and  profitable,  mani- 
fest a  friendly  and  cheerful  spirit.  Exhibit  no  an- 
gular points  of  character  or  disposition,  but  strive  to 
make  your  conversation  both  agreeable  and  benefi- 
cial. If  questioned  by  the  parents,  in  reference  to 
the  progress  or  deportment  of  their  children,  give 
prudent  and  truthful  answers.  Do  not  feel  that 
you  must  utter  words  of  commendation.  If  there 
has  been  a  lack  of  interest  in  study,  or  a  disregard 
of  the  rules  of  the  school,  or  misconduct  of  any 
kind,  say  so  in  the  spirit  of  kindness  and  courtesy, 
and  ask  for  friendly  sympathy  and  co-operation  in 
your  endeavors  to  secure  better  results.  Unless 
you,  and  the  parents  for  whom  you  labor,  can  have 
a  singleness  of  purpose  and  union  of  action,  you 
cannot  reasonably  expect  to  accomplish  much  that 
will  be  desirable.  Diversity  of  opinion,  alienation 
of  feeling,  or  want  of  harmony  in  action,  between 
teachers  and  parents,  will  in  results  prove  like  "  a 
house  divided  against  itself."  In  all  your  acts  and 
words  study  for  those  things  which  make  for  peace, 
and  be  strictly  careful  not  to  utter  words  or  perform 
acts  that  will  "need  to  be  repented  of";  and  be 
not  over-sensitive  in  regard  to  what  may  be  said  to 
you,  or  of  you.  So  live,  so  act,  and  so  speak,  that 


70  THE  TEACHER'S  ASSISTANT. 

Visits  from  Parents. 

words  of  scandal  or  misrepresentation  will  fall 
powerless.  If  parents  prefer  charges,  or  utter  com- 
plaints, listen  in  a  spirit  of  candor,  —  answer  in  a 
spirit  of  frankness  and  conciliation.  Many  teachers 
prove  their  own  worst  enemies  by  uttering  un- 
guarded words,  or  doing  imprudent  or  injudicious 
things.  They  should  strive  to  be  "  as  wise  as  ser- 
pents, but  harmless  as  doves." 

Invite  the  Parents  to  visit  the  School.  —  This  is 
of  the  greatest  importance.  It  will  do  them  good, 
encourage  you,  and  stimulate  and  cheer  your  pupils. 
But  when  such  visits  are  made,  put  on  no  unusual 
airs,  make  no  attempt  at  parade  or  show,  neither 
strive  to  exhibit  the  proficiency  of  your  best  schol- 
ars. Go  on  with  the  regular  exercises  of  the  school, 
and  if  some  pupils  fail  to  answer,  or  make  blunders, 
do  not  make  a  bad  matter  worse,  by  saying,  —  as  I 
have  often  heard  teachers  say,  —  "I  never  knew  my 
scholars  do  so  badly  before  ;  they  always  do  the 
worst  when  I  have  company !  "  You  know  that 
some  of  them  will  fall  short  of  the  true  standard 
every  time  they  recite,  and  there  is  no  reason  why 
you  should  be  unwilling  to  have  visitors  sec  your 
school  as  it  actually  is.  Let  them  see  that  you 
daily  meet  with  difficulties,  and  that,  with  all  your 
efforts,  you  cannot  always  get  the  results  you  may 
desire.  If  you  attempt  anything  unusual  when 
company  is  present,  you  will  fail  to  meet  your  o\vn 
expectations,  or  those  of  your  visitors,  and  perhaps 
forfeit  the  confidence  and  respect  of  your  pupils. 


PARENTAL    CO-OPERATION.  71 


Special  Occasions. 


You  will  find  some  advantages  in  having  special 
seasons  for  the  visits  of  parents,  in  addition  to  those 
of  an  every-day  nature.  Exercises  in  declamation, 
composition,  etc.  possess  more  than  ordinary  in- 
terest for  visitors.  Let  such  exercises  he  given 
occasionally,  not  as  evidence  of  proficiency  in  daily 
studies,  but  as  an  exhibition  of  what  can  be  done 
in  particular  departments.  Examinations  and  ex- 
hibitions are  both  important  auxiliaries  in  school 
matters ;  but  the  latter  should  in  no  instance  be 
made  a  substitute  for  the  former. 

I  will  not  enlarge  on  the  subject  of  this  letter, 
but  will  merely  urge  that  you  make  every  suitable 
effort  to  awaken  and  increase  parental  interest  in 
school  matters,  ever  bearing  in  mind,  that,  "As  is 
the  teacher,  so  will  be  the  school" ;  and,  "As  are 
the  parents,  so  will  be  both  teacher  and  pupils" 

Your  sincere  friend, 

C.  • 


LETTER    VII. 

MORAL  INSTRUCTION. 

MY  DEAR  FRIEND:  — 

You  seem  anxious  to  know  what  you  can  do  for 
the  moral  culture  of  your  pupils,  and  how  you  may 
influence  them  to  act  from  pure  and  honorable  mo- 
tives. This  is  all-important,  and  I  rejoice  that  your 
thoughts  incline  in  this  direction.  It  has  too  often 
been  the  case  in  9ur  schools,  that  the  intellect  has 
been  careo^  for,  while  the  moral  nature  has  been 
neglected.  But  if  it  is  true  that  "  out  of  the  heart 
are  the  issues  of  life,"  how  important  is  it  that  the 
source  of  these  issues  be  made  pure  ?  It  should  be 
the  constant  and  earnest  endeavor  of  every  teacher 
so  to  train  his  pupils  that  the  finer  and  nobler  feel- 
ings of  the  heart  shall  be  developed  and  strength- 
ened. A  brilliant  and  cultivated  intellect  may  daz- 
zle and  attract  only  to  poison  and  destroy,  unless 
chastened  and  controlled  by  right  heart-training. 
True  education  implies  the  proper  culture  of  all  the 
faculties  of  the  heart  and  intellect,  and  the  right 
development  of  the  physical  powers.  Of  these,  the 
first-named  is  the  most  essential,  and  any  system  of 


MORAL    INSTRUCTION.  73 

Improve  Opportunities. 

education  which  neglects  to  provide  for  this  is  sadly 
defective. 

You  are  doubtless  ready  to  assent  to  the  truth  of 
this,  and  are  almost  impatient  to  know  how  you 
shall  do  what  you  so  strongly  feel  ought  to  be  done. 
I  can,  of  course,  give  you  no  specific  and  undevi- 
ating  directions.  I  can  merely  give  you  a  few 
hints.  If  your  heart  is  alive  to  the  true  magnitude 
of  the  subject,  these  hints  may  be  valuable ;  but  if 
you  have  no  deep  and  abiding  interest  in  if,  more 
full  and  definite  directions  would  prove  "  like  water 
spilled  on  the  ground."  In  the  first  place  I  would 
say,  avoid  all  set  and  formal  lessons  in  moral  science 
for  young  pupils.  There  is  a  fit  time,  and  place, 
and  manner  in  which  to  say  and  do  things  for  the 
heart's  good.  Precisely  when,  where,  and  how 
these  may  occur,  I  cannot  tell  you ;  nor  can  any 
one.  They  rmist  depend  on  cifcumstances,  and 
these  can  be  known  only  by  yourself.  It  may  be,  at 
the  opening  of  the  school,  during  some  recitation, 
on  the  play-ground,  or  after  the  close  of  the  school. 
It  may  be,  when  God  speaks  in  the  thunder,  smiles 
in  the  flowers,  or  blesses  in  the  bounteous  fruits. 
It  may  be  in  the  school-room,  by  the  wayside,  or  in 
the  grove.  At  any  time,  in  any  place,  and  in  many 
ways,  there  will  be  opportunities  to  reach  the  heart 
by  the  "  still,  small  voice,"  uttered  in  tones  of  kind- 
ness and  love.  Seek  every  opportunity,  and  im- 
prove it. 

But,  if  you  would  succeed  in  making  any  true 
and  lasting  impressions,  you  must  yourself  be  a 


74  THE  TEACHER'S  ASSISTANT. 


An  Instance. 


"living  epistle,"  read  and- felt  by  your  pupils. 
What  you  would  have  them  become,  you  must  be, — 
a  bright  and  consistent  example  of  all  that  is  lovely 
and  lovable.  /  You  must  not  only  point  to  the  right, 
but  lead  the  way,  and  by  your  own  cheering  words 
and  kindly  acts  lure  the  "  little  ones  "  to  follow  you. 
You  cannot  force  them  to  be  good  ;  you  cannot 
scold  them  into  the  true  path. 

Sometimes  it  will  be  well  for  you  to  labor  with 
individual  pupils ;  but  you  may,  more  frequently, 
perhaps,  make  general  application  of  your  efforts. 
Boys  sometimes  err  and  do  wrong  without  any  pre- 
meditation,—  without  reali/in^  the  nature  of  their 
doings.  You  may  have  several  pupils  guilty  of  the 
same  fault  in  kind,  if  not  in  degree.  In  such  case, 
some  general  remarks* may  best  serve  to  accomplish 
the  desired  end.  But  at  all  times,  and  under  all 
circumstances,  you  should  strive  to  impress  upon 
the  hearts  of  your  pupils  a  sense  of  their  responsi- 
bility to  a  higher  power.  Lead  them  to  feel,  that,  if 
they  would  be  truly  successful  in  eradicating  their 
wrong  habits,  and  resisting  tho  temptations  to  sin, 
which  will  bo  sure  to  assail  them,  they  must  look  to 
their  Heavenly  Father  for  guidance  and  support. 

But  let  me  suppose  a  case,  —  one  which  may  oc- 
cur. You  learn  that  during  recess,  upon  tho  play- 
ground, two  boys  have  been  guilty  of  quarrelling. 
Their  names  arc  Peter  and  James.  You  call  them 
to  an  account  at  the  proper  time  ;  but  not  until 
all  anger  has  subsided,  and  the  boys  have  had 
time  for  reflection.  We  will  suppose  that  the  fol- 


MORAL    INSTRUCTION.  75 

The  Teacher's  Course. 

lowing  conversation  takes  place  in  presence  of  the 
school. 

Teacher.  "  I  am  very  sorry  to  know  that  you 
have  been  quarrelling.  You  have  been  guilty  of  a 
great  wrong.  You  have  not  only  wronged  your- 
selves, but  you  have  wronged  me  and  the  school ; 
and,  more  than  all, "you  have  wronged  your  Maker, 
that  good  being  who  gives  you  all  your  blessings. 
I  know  not  which  commenced  the  wrong,  but  you 
are  both  guilty,  and  deserving  of  punishment." 
Peter.  "  He  struck  me  first." 
James.  "  Well,  he  called  me  names." 
Teacher.  "  I  understand  ;  you  have  both  done 
wrong,  and  you  give  no  good  reason  for  so  doing ; 
indeed,  you  cannot  give  any.  Peter  says  James 
struck  him  first,  and  James  gives  as  a  reason  for  his 
wrong-doing,  that  Peter  called  him  names.  Both 
these  acts  were  wrong,  and  the  only  excuse  you 
give  is,  that  each  of  you  did  wrong  because  the 
other  did.  If  one  is  more  guilty  than  the  other,  it 
is  he  who  commenced  the  difficulty.  Peter  did 
wrong  in  '  calling  names,'  but  in  this  he  injured 
himself  much  more  than  he  did  James.  Remem- 
ber, my  young  friends,  that,  if  some  one  calls  you 
'  fools,'  it  will  not  injure  you,  unless  you  make 
yourselves  such  by  foolish  acts.  Be  right  and  act 
right,  and  no  one  can  injure  you  half  so  much  as 
you  can  injure  yourselves  by  one  wrong  or  foolish 
act.  No  other  person  has  half  the  power  to  injure 
you  that  you  have  to  injure  yourselves." 

With  a  few  such  general  remarks  as  these,  the 


7G  THE  TEACHER'S  ASSISTANT. 

A  Story. 


subject  may  be  left  for  the  reflection  of  the  offend- 
ers, who,  at  another  hour,  should  receive  a  more  pri- 
vate and  particular  direction.  The  main  points  in 
the  general  remarks  should  be  to  lead  the  pupils 
to  see  that  it  is  no  excuse  for  them  to  do  wrong  to 
others  because  others  have  done  wrong  to  them  ;  and 
also  to  cause  them  to  feel  tha£  no  one  can  injure 
them  so  much  as  they  can  injure  themselves. 

Within  a  year  or  two  an  excellent  little  book  has 
been  published,  for  the  purpose  of  aiding  the  teacher 
in  imparting  moral  instruction.  It  is  entitled  "  Cow- 
dery's  Moral  Lessons  "  ;  and  I  will  give  one  or  two 
of  the  stories,  accompanying  them  with  a  few  sug- 
gestive hints. 

Let  mo  suppose  that  you  discover,  on  the  part  of 
some  of  your  pupils,  a  wayward  disposition,  —  an 
inclination  to  disregard  the  wishes  of  their  parents, 
—  a  feeling  that  they  will  not  be  under  the  control 
of  any  one,  —  a  sort  of  pride  in  showing  that  they 
will  have  their  own  way,  regardless  of  the  directions 
or  wishes  of  their  parents,  —  a  sort  of  an  impression 
that  it  is  humiliating  to  submit  to  any  authority, 
and  particularly  that  of  a  mother.  Read  to  them 
the  following  story,  and  accompany  it  by  such  re- 
marks as  will  readily  suggest  themselves  as  perti- 
nent. 

"  I  was  sitting  by  a  window  in  the  second  story 
of  one  of  the  large  boarding-houses  at  Saratoga 
Springs,  thinking  of  absent  friends,  when  I  heard 
shouts  of  children  from  the  piazza  beneath  me. 

"  '  0  yes  !  that 's  capital !  so  we  will !     Come  on, 


MORAL    INSTRUCTION.  77 


True  Courage. 


now !  there  's  William  Hall !  Come  on,  "William  ! 
we  're  going  to  have  a  ride  on  the  -circular  railway ! 
Come  with  us  ! ' 

"  '  Yes,  if  my  mother  is  willing.  I  will  run  and 
ask  her,'  replied  William. 

"  '  Oh !  oh  !  so  you  must  run  and  ask  your  ma ! 
Great  baby,  run  along  to  your  ma  !  Are  n't  you 
ashamed  ?  I  did  n't  ask  my  mother.' 

"  '  Nor  I,'  '  Nor  I,'  added  half  a  dozen  voices. 

" '  Be  a  man,  William,'  cried  the  first  voice  ; 
'  come  along  with  us,  if  you  don't  want  to  be  called 
a  coward  as  long  as  you  live  ;  —  don't  you  see  we  're 
all  waiting  ? ' 

"  I  leaned  forward  to  catch  a  view  of  the  children, 
and  saw  William  standing  with  one  foot  advanced, 
and  his  hand  firmly  clenched,  in  the  middle  of  the 
group.  He  was  a  fine  subject  for  a  painter  at  that 
moment.  His  flushed  brow,  flashing  eye,  compressed 
lip,  and  changing  cheek,  all  told  how  the  word 
'  coward  '  was  rankling  in  his  breast.  '  Will  he  in- 
deed prove  himself  one,  by  yielding  to  them  ? ' 
thought  I.  It  was  with  breathless  interest  I  lis- 
tened for  his  answer ;  for  I  feared  that  the  evil  prin- 
ciple in  his  heart  would  be  stronger  than  the  good. 
But  no. 

"  '  I  will  not  g-o  without  asking  my  mother,'  said 
the  noble  boy,  his  voice  trembling  with  emotion. 
'  I  am  no  coward,  cither.  I  promised  her  I  would 
not  leave  the  house  without  permission,  and  I  should 
be  a  base  coward,  if  I  Avere  to  tell  her  a  wicked 
lie ! '  " 

7* 


78  THE  TEACHER'S  ASSISTANT. 

The  Peaches. 


If  you  have  occasion  to  reprove  a  selfish  disposi- 
tion, and  encourage  kind  and  benevolent  feelings 
and  acts,  read  the  following  story,  from  the  Ger- 
man :  — 

"  WHO    DID    THE    BEST    WITH    HIS    PEACH. 

"  On  returning  from  the  city,  one  day,  a  gentle- 
man took  home  with  him  five  of  the  finest  peaches 
he  conld  procure.  He  divided  them  among  his 
four  children,  retaining  one  for  their  mother.  The 
children  rejoiced  over  them  exceedingly. 

"  In  the  evening,  before  the  children  retired  to 
their  chamber,  the  father  questioned  them  by  ask- 
ing, *  How  did  you  like  the  soft,  rosy  peaches  ?  ' 

"  '  Very  much  indeed,  dear  father,'  said  the  eldest 
boy  ;  '  it  is  a  beautiful  fruit,  —  so  soft  and  nice  to 
the  taste !  I  have  preserved  the  stone,  that  I  may 
cultivate  a  tree.' 

" '  Right,  and  bravely  done,'  said  the  father ; 
'  that  speaks  well  for  regarding  the  future  with  care, 
and  is  becoming  in  a  young  husbandman.' 

"  '  I  have  eaten  mine  and  thrown  the  stone  away,' 
said  the  youngest ;  '  besides,  mother  gave  me  half  of 
hers.  0,  it  tasted  so  sweet,  and  so  melting  in  my 
mouth ! ' 

"  '  Indeed,'  answered  the  father  ;  '  thou  hast  not 
been  prudent.  However,  it  was  very  natural  and 
childlike,  and  displays  wisdom  enough  for  your 
years.' 

" '  I  have  picked  up  the  stone,'  said  the  second 
son,  '  which  my  brother  throw  away,  cracked  it,  and 


MORAL    INSTRUCTION.  79 


Acting  a  Lie. 


eaten  the  kernel ;  it  was  as  sweet  as  a  nut  to  the 
taste  ;  but  my  peach  I  have  sold  for  so  much  money, 
that,  when  I  go  to  the  city,  I  can  buy  twelve  of  them.' 

"  The  parent  shook  his  head  reprovingly,  saying, 
1  Beware,  my  boy,  of  avarice.  Prudence  is  all  very 
well,  but  such  conduct  as  yours  is  unchildlike  and 
unnatural.  Heaven  guard  thee,  my  child,  from  the 
fate  of  a  miser.' 

"  '  And  you,  Edmund  ? '  asked  the  father,  turn- 
ing to  his  third  son,  who  frankly  and  openly  replied, 
'  I  have  given  my  peach  to  the  son  of  our  neighbor, 
—  the  sick  George,  who  has  had  the  fever.  He 
would  not  take  it,  so  I  left  it  on  his  bed,  and  I  have 
just  come  away.' 

"  '  Now,'  said  the  father,  '  who  has  done  the  best 
with  his  peach  ?  ' 

"  '  Brother  Edmund  ! '  the  three  exclaimed  aloud  ; 
'  Brother  Edmund  ! ' 

"  Edmund  was  still  and  silent,  and  the  mother 
kissed  him,  with  tears  of  joy  in  her  eyes." 

If  you  discover  a  disposition  to  evade  the  truth, 
to  act  the  false  part,  read  the  following  story,  and 
lead  your  pupils  to  feel  that  they  may  be  quite  as 
guilty  for  acting  lies,  or  withholding  the  truth,  as 
in  uttering  the  lie  direct.  In  some  cases  it  may 
even  be  more  mean. 

" '  Why,  Alfred,  how  could  you  tell  mother  that 
wrong  story  ? '  said  Lucy  Somers  to  her  brother. 
'You  know  you  did  eat  one  of  the  apples  that  was 
in  the  fruit-dish,  yet  you  told  mother  you  did  not.' 


80  THE  TEACHKR'S  ASSISTANT. 

True  Obedience. 

" '  Now,  Lucy,  I  did  n't  tell  any  lie  about  it  at 
all,'  said  Alfred.  l  Mother  asked  me  if  I  took  one 
of  the  apples  from  the  dish,  and  I  said,  No.  And 
that  was  true,  for  the  apple  rolled  off  from  the  top 
of  the  dish,  when  I  hit  the  table,  and  I  picked  it 
np  from  the  floor.  Mother  did  not  ask  me  if  I  ate 
one,  but  if  I  took  one  from  the  dish.  So  you  see  I 
got  along  finely  with  it,  and  told  nothing  but  the 
truth.'  " 

Can  you  not  make  such  a  story  the  medium  of 
good  moral  impressions,  and  cause  your  pupils  to 
feel  that,  if  they  would  appear  truthful  to  Him  who 
knows  the  heart,  they  must  live  and  act  the  truth, 
as  well  as  speak  it  ? 

Sometimes  boys  do  forbidden  acts,  relying  on  the 
kindness  of  their  parents,  or  teachers,  for  overlook- 
ing the  error.  Read  to  them  the  following  :  — 

"  A  boy  was  once  tempted,  by  some  of  his  com- 
panions, to  pluck  some  ripe  cherries  from  a  tree, 
which  his  father  had  forbidden  him  to  touch. 

"  '  You  need  not  be  afraid,'  said  one  of  them,  l  for 
if  your  father  should  find  out  that  you  had  taken 
them,  he  is  so  kind  that  he  would  not  punish  you.' 

"  '  That  is  the  very  reason,'  replied  the  noble  boy, 
'  why  I  will  not  touch  them.  It  is  true  my  father 
would  not  hurt  me,  but  I  know  my  disobedience 
would  hurt  my  father,  and  that  would  punish  me 
more  than  anything  else.'  ' 

In  endeavoring  to  make  correct  moral  impres- 
sions by  repeating  particular  texts  of  Scripture,  he 


MORAL    INSTRUCTION.  81 


Anecdote. 


sure  that  the  spirit  of  the  qiiotation  is  comprehended. 
The  following  will  show  how  wide  of  the  true  mean- 
ing the  young  will  sometimes  strike. 

" '  A  little  hoy,  getting  angry  with  his  sister  in 
their  play,  struck  her.  She  cried  out,  '  Ma,  ma, 
huddcr  knock  me  !  buddcr  knock  me  ! ' 

"  '  0  well,  my  daughter,'  said  the  mother,  '  don't 
mind  it !  Just  run  up  and  kiss  yoiir  little  brother, 
and  heap  coals  of  fire  upon  his  head.' 

"  The  little  girl  ran  up  and  kissed  her  brother, 
and  then  said,  '  Where  is  the  shovel,  now  ?  where  is 
the  shovel  ?  ' 

"  This,  we  apprehend,  is  by  no  means  a  peculiar 
perversion  of  the  moral  teachings  of  Christ." 

If  you  can  instil  into  the  hearts  of  your  pupils  a 
true  regard  for  truth,  so  that  not  only  all  their 
words,  but  all  their  acts,  shall  bear  the  impress  of 
truthfulness  and  honesty,  you  will  accomplish  much 
in  the  right  direction.  I  have  sometimes  thought 
teachers  erred  in  being  unduly  suspicious  of  their 
pupils,  exhibiting  a  lack  of  confidence  in  them.  It 
is  better,  unless  a  pupil  has  really  deceived  you, 
and  forfeited  all  claim  to  your  respect,  to  confide  in 
him,  and  cause  him  to  feel  that  you  consider  him 
as  incapable  of  doing  a  wrong  or  unworthy  act.  It 
is  better  to  confide  and  occasionally  be  deceived, 
than  never  to  confide. 

Never  tempt  a  child  to  tell  an  untruth,  or 'to  give 
a  false  reason  for  an  act.  This  may  be  done  in 
various  ways,  but  more  frequently  through  fear  of 


82  THE  TEACHER'S  ASSISTANT. 

Wordsworth's  Views. 

threatened  punishment.  Cause  a  child  to  feel  that 
deception  and  prevarication  are  always  despicable, 
—  and  that  any  one  guilty  of  them  deserves  punish- 
ment, —  and,  at  the  same  time,  lead  him  to  feel  that 
a  full  and  candid  confession  of  an  error  is  alike 
right  and  manly.  Children  do  and  say  many  things 
for  which  they  can  give  no  good  reason,  and  parents 
and  teachers  often  tempt  them  to  give  a  false  reason 
by  unduly  insisting  upon  having  some  reason  for 
an  act  performed,  or  an  expression  made.  Words- 
worth has  thus  beautifully  expressed  the  same  idea 
in  the  following 

METRICAL    LESSON. 

"  I  have  a  boy  of  five  years  old  ; 

His  face  is  fair  and  fresh  to  see; 
His  limbs  are  cast  in  beauty's  mould, 
And  dearly  lie  loves  inc. 

"  One  morn  we  strolled  on  onr  dry  walk 

Our  quiet  home  all  full  in  view, 
And  held  such  intermitted  talk 
As  we  are  wont  to  do. 

"  My  thoughts  on  former  pleasures  ran  ; 
I  thought  of  Kilve's  delightful  shore, 
Our  pleasant  home  when  Spring  began, 
A  long,  long  year  before. 

"  A  day,  it  was,  when  I  could  bear 
Some  fond  regrets  to  entertain  ; 
With  so  much  happiness  to  spare, 
I  could  not  feel  a  pain. 

1 

"  The  green  earth  echoed  to  the  feet  •* 

Of  lambs,  that  bounded  through  the  glade, 
From  shade  to  sunshine,  and  as  fleet 
From  sunshine  back  to  shade. 


MORAL    INSTRUCTION.  83 

Metrical  Lesson. 


"  Birds  warbled  round  me,  —  every  trace 

Of  inward  sadness  had  its  charm  ; 
'  Ivilve/  said  I,  '  was  a  favored  place, 
And  so  is  Liswyn  farm.' 

"  My  boy  was  by  my  side,  so  slim 

And  graceful  in  his  rustic  dress  ; 
And,  as  we  walked,  I  questioned  him, 
In  very  idleness. 

'"  '  Now,  tell  me,  had  you  rather  be,' 
I  said,  and  took  him  by  the  arm, 
'  On  Kilve's  smooth  shore,  by  the  green  sea 
Or  here  at  Liswyn  farm  1  ' 

"  In  careless  mood  he  looked  at  me, 

While  still  I  held  him  by  the  arm, 
And  said,  '  At  Kilve  I  'd  rather  be 
Than  here  at  Liswyii  farm.' 

"  '  Now,  little  Edward,  say  why  so  ; 
My  little  Edward,  tell  me  why.' 
'  I  cannot  tell,  I  do  not  know.' 
'  Why,  this  is  strange,'  said  I  ; 

"  '  For  here  are  woods,  and  green  hills  warm  ; 

There  surely  must  some  reason  be 
Why  you  would  change  sweet  Liswyn  farm 
For  Kilve  by  the  green  sea.' 

"  On  this  my  boy  hung  down  his  head  ; 

lie  blushed  with  shamcj  nor  made  reply; 
And  five  times  to  the  child  I  said, 
/,  Edward,  tell  me  why.' 


"  His  head  he  raised,  —  there  was  in  sight  — 

It  caught  his  eye,  he  saw  it  plain  — 
Upon  the  house-top,  glittering  bright, 
A  broad  and  gilded  vane. 


84  THE  TEACHER'S  ASSISTANT. 

Closing  Hints. 


"  Then  did  the  boy  his  tongue  unlock  ; 

And  thus  to  me  he  made  reply  : 
'  At  Kilve  there  was  no  weathercock, 
And  that  '&  the  reason  why.' 

"  O  dearest,  dearest  boy  !  my  heart 

For  better  lore  would  seldom  yearn, 
Could  I  but  teach  the  hundredth  part 
Of  what  from  thee  I  learn." 

Be  not  regardless  of  the  lesson  contained  in  the 
above  lines.  It  is  an  important  one, —  one  that 
should  be  heeded  by  every  teacher  and  parent.  At 
all  times  do  what  you  can  to  encourage  an  honest 
expression  of  views  and  feeling ;  but  do  not  forget 
that  young  children  may  sometimes  be  unable  to 
give  a  definite  reason  for  preferences  they  may  feel. 

I  will  close  this  letter  by  enumerating  several 
particulars  in  relation  to  which  you  should  strive 
to  cultivate  correct  moral  impressions,  and  secure 
right  moral  action.  At  appropriate  times,  read  sto- 
ries or  relate  anecdotes  which  have  a  bearing  upon 
these  subjects,  and  do  what  you  c;m  1o  quicken  and 
strengthen  the  belter  feelings  of  the  heart,  and  call 
into  action  all  those  refined  and  moral  susceptibili- 
ties which  tend  most  to  elevate  and  ennoble  human 
nature.  In  doing  this  it  will  not  be  necessary  that 
you  should  advance  any  ideas  of  a  sectarian  bearing. 
You  may  say  and  do  all  that  may  be  essential,  with-- 
out  manifesting  any  of  those  distinctive  prefcren-3* 
ces  which  will  be  offensive  to  others.  Moral  and  re- 
ligions duties  and  obligations  you  may  teach  and 


MORAL    INSTRUCTION.  85 


Subjects  named. 


enforce ;  but  theological  dogmas  and  discussions 
belong  not  to  the  school-room.  Be  judicious,  and 
you  may  accomplish  much  011  each  of  the  following 
subjects :  — 

Obligations  to  our  Creator. 

Duties  to  parents ;  to  teachers ;  to  brothers  and 
sisters ;  to  friends  and  companions ;  to  strangers  ; 
to  the  unfortunate. 

Obedience  to  parents  and  teachers :  should  be 
prompt  and  cheerful,  and  not  forced  and  reluctant. 

Patience  and  perseverance. 

Diligence. 

Self-control,  —  both  in  cases  of  personal  danger 
and  in  times  of  provocation. 

Benevolence  and  selfishness,  —  contrasted. 

Generosity  and  covetousness,  —  contrasted. 

Anger,  —  government  of  passions. 

Cruelty  to  animals. 

Neatness  in  appearance  and  habits. 

Punctuality. 

Gentleness,  —  in  word  and  deed. 

Duty  to  obey  the  laws. 

The  golden  rule. 

Doing  good  to  all,  —  even  to  those  who  injure  us. 

Speaking  evil  of  others. 

Make  promises  with  caution,  —  fulfil  with  prompt- 
ness. 

True  courage  is  daring  to  do  right. 

Think  the  truth,  —  speak  the  truth,  —  act  the 
truth. 

Honesty  in  word  and  deed. 


86  THE  TEACHER'S  ASSISTANT. 


Subjects.  —  Continued. 


Bad  habits. 

School  duties. 

Courtesy,  —  politeness. 

Forgiveness  of  injuries. 

On  use  of  profane  or  improper  language. 

Fidelity  to  every  trust. 

Labor  conquers  all  things. 

Avoid  bad  company. 

It  is  better  to  suffer  wrong  than  to  do  wrong. 

Falsehood  ;  deception  ;  prevarication. 

Always  safe  to  do  right,  —  never  safe  to  do  wrong. 

Guard  against  little  sins  and  trifling  errors. 

Whatever  is  worth  doing  at  all,  is  worth  doing 
well. 

On  the  above,  and  kindred  topics,  you  may  safely 
strive,  by  "  word  and  example,"  to  exert  an  influ- 
ence which  shall  be  for  the  true  good  of  your  pupils. 
Your  sincere  friend, 

C. 


LETTER    VIII. 

ORAL  TEACHING. 

MY  DEAR  FRIEND  :  — 

You  wish  to  know  what  prominence  you  shall 
attach  to  oral  instruction,  —  to  what  extent  you 
shall  use  it,  and  how,  when,  and  where.  The  ques- 
tion, in  all  its  bearings,  is  an  important  one.  Let 
us  consider  the  subject.  Not  many  years  ago  it  was 
the  nearly  universal  practice  in  schools,  to  conduct 
all  recitations  in  strict  accordance  with  the  language 
of  the  text-book,  —  the  teacher  asking  the  printed 
question,  the  pupil  giving  the  printed  answer.  To 
some  extent  the  same  plan  is  adopted  in  many 
schools  at  the  present  time.  The  practice,  when- 
ever and  wherever  pursued,  will  not  lead  to  true  de- 
velopment of  mind.  The  evil  results  of  this  course 
have  become  apparent,  and  educational  lecturers 
and  writers  have  called  attention  to  the  subject, 
and  urged  reform.  They  have  declaimed  and  writ- 
ten against  it,  and  wisely  and  strongly  contended 
for  a  change.  But,  in  education,  as  in  other  con- 
cerns, one  extreme  is  very  apt  Io  follow  another.  In 
advocating  the  importance  of  oral  teaching,  many 
went  too  far,  and  gave  undue  prominence  to  the 


88  THE  TEACHER'S  ASSISTANT. 

Oral  Teaching. 


subject.  Some  teachers  went  so  far  as  to  contend 
that  oral  teaching  was  the  only  true  method,  and 
that  text-books  should  be  almost,  if  not  altogether, 
discarded.  I  recollect  a -visit,  many  years  ago,  to  a 
school  kept  by  a  man  somewhat  advanced  in  years, 
who  was  taken  captive  by  the  phrase  "  oral  teach- 
ing." No  pupil  had  a  book  before  him,  but  the 
teacher  was  attempting  to  amuse  and  instruct  them 
by  telling  stories,  they  very  listlessly  hearing.  Tins 
he  considered  the  very  acme  of  oral  instruction, 
and  yet  the  stories  he  told  had  not  the  remotest 
bearing  upon  the  school,  or  any  of  its  appropriate 
exercises,  nor  were  they  in  any  sense  adapted  to 
awaken  mind,  or  impart  moral  precepts.  But  you 
will  readily  see  that  this  man  was  adopting  a  course 
quite  as  erroneous  as  the  former,  —  tending,  as  it 
would,  to  relieve  the  pupil  from  true  mental  disci- 
pline, and  to  weaken  his  self-reliance. 

The  true  course  is  a  medium  one,  —  a  judicious 
blending  of  the  two ;  and  those  teachers  will  be 
the  most  successful  who  properly  unite  the  two 
modes.  The  objection  to  the  old  method  was  nut 
so  much  to  the  use  of  the  text-book,  as  to  the  im- 
proper and  excessive  use  of  it.  The  book  should 
be  used  by  the  pupils,  and  its  contents  be  learned. 
The  important  truths  and  principles  of  eacli  lesson 
should,  if  possible,  be  comprehended.  If  tliey  are 
clearly  understood,  they  may  be,  and  should  be, 
clearly  expressed.  In  order  tlvat  a  pupil's  knowl- 
edge of  a  lesson  may  be  ascertained,  the  teacher 
should  freely  use  the  oral  method,  and  ask  such 


ORAL    TEACHING.  89 


Mere  Word-Definitions  not  enough. 


questions  as  will  thoroughly  test  the  ability  and 
comprehension  of  the  pupil.  In  conducting  a  reci- 
tation, the  teacher  should  not  feel  confined  to  the 
mere  questions  of  the  book.  With  a  clear  under- 
standing of  the  subject,  he  should  strive,  by  inciden- 
tal remarks  and  illustrations,  and  by  judicious  ques- 
tions, to  awaken  thought,  and  secure  true  mental 
discipline. 

Even  the  simplest  questions  in  geography,  gram- 
mar, etc.  may  be  expanded  and  varied,  and  made 
suggestive  of  other  questions ;  and  the  oral  method 
should  be  mainly  applied  to  secure  this  expansion 
and  variation.  The  first  question  in  geography 
usually  is,  "  What  is  geography  ?  "  and  the  printed 
answer  is,  "  A  description  of  the  earth."  But  how 
few  pupils,  taught  merely  by  rote,  have  any  clear 
and  well-defined  knowledge  of  the  subject.  A  pupil 
may  give  a  word-definition  of  a  cape,  ati  island, 
peninsula,  isthmus,  etc.,  without  really  possessing 
any  correct  conception  of  the  object  or  thing  thus 
defined.  It  should  be  the  duty  and  aim  of  the 
teacher  to  ask  such  questions,  and  use  such  illus- 
trations, as  will  make  an  accurate  and  permanent 
impression  on  the  mind. 

If  the  lesson  be  iu  arithmetic,  and  some  particu- 
lar rule  is  under  consideration,  let  the  teacher  pro- 
pose such  questions  as  will  tend  to  elucidate  tin; 
subject,  and  lest  the  scholar's  comprehension.  For 
instance,  if  the  lesson  is  in  Interest,  much  of  the 
time  devoted  to  the  recitation  may  be  most  profit- 
ably used  by  asking  questions  aside  from  those  con- 

8* 


90  THE  TEACHER'S  ASSISTANT. 

Object  Lessons. 


taincd  in  the  book,  though  involving  the  same  prin- 
ciple. At  every  step  the  teacher  may  properly  and 
profitably  propose  questions,  uniformly  remember' 
ing  that  his  true  object  is  to  awaken  thought,  and 
promote  right  and  wholesome  mental  development 
and  discipline  ;  or,  in  other  words,  to  teach  his 
pupils-how  to  think,  to  investigate,  to  understand. 
In  attempting  to  favor  oral  teaching,  some  have 
fallen  into  an  excess  of  talking.  To  tell  a  child  a 
fact,  is  not  half  as  valuable  to  him,  in  many  in- 
stances, as  some  hint  or  indirect  aid,  by  which  he 
would  be  led  to  make  the  discovery  himself,  in  part, 
if  not  entirely.  In  no  case  regard  oral  teaching  as 
an  entire  substitute  for  the  book,  but  merely  as  an 
accompaniment  for  the  purpose  of  confirming,  eluci- 
dating, and  expanding  the  lessons  of  the  book. 
With  very  small  children,  for  a  time,  most  of  the 
instruction  should  be  of  the  oral  kind.  But  here, 
even,  great  caution  is  necessary,  in  order  that  oral 
teaching  may  not  degenerate  into  mere  talk.  Ob- 
jects should  form  the  basis  of  many  of  the  lessons  for 
the  youngest  pupils  in  our  schools ;  and  it  should 
be  the  constant  aim  of  the  teacher  to  ask  such  ques- 
tions as  will  awaken  thought  in  the  mind  of  the 
child.  Such  lessons  will  be  given  without  a  book, 
and,  of  course,  will  be  wholly  oral.  It  is  quite  an 
error  to  suppose  that  a  child  must  be  told  every- 
thing that  lie  does  not  know.  The  true  way  is,  for 
the  teacher  to  ask  questions  and  give  suggestive? 
hints  ;  but,  in  most  cases,  to  leave  some  point  for 
further  thought  and  investigation  on  the  part  of  the 


ORAL    TEACHING.  91 


A  Specimen  Lesson. 


pupil.  The  mechanic,  who  should  hope  to  make  an 
accomplished  workman  of  an  apprentice,  by  doing 
all  the  work  for  him,  instead  of  requiring  him  to 
practise  for  himself,  would  be  no  more  unreasonable 
than  those  teachers  who  attempt,  by  mere  talking, 
to  awaken  thought  and  secure  mental  growth.  I 
will  illustrate  my  idea  of  an  oral  object  lesson  by 
giving  an  example.  I  will  give  other  examples  in 
a  future  letter.  I  will  suppose  that  the  teacher 
points  to  the  side  of  the  school-room,  to  the  plas- 
ter wall,  and  that  the  following  conversation  takes 
place.  I  would,  however,  recommend  that  your 
usual  practice  be,  to  ask  a  question  with  the  under- 
standing that  all  who  think  they  can  answer  will 
raise  the  right  hand,  and  that  some  one  be  selected 
to  give  an  answer,  and  if  any  have  a  different  an- 
swer, let  them  be  called  upon  to  give  it. 

Teacher.  "  I^ow,  children,  give  attention.  I 
wish  to  ask  you  a  few  questions.  Let  us  see  who 
will  answer  the  most.  What  do  we  call  this  ?  " 

Pupils.     "  The  wall,  or  side  of  the  room." 

Teacher.     "  Very  well.     Of  what  is  it  made  ?  " 

Pupils.     "  Of  plaster." 

Teacher.  "  Yes,  we  call  it  plaster.  Of  what  is 
plaster  made  ?  " 

Pupils.     "  Of  lime." 

Teacher.     "  Is  lime  the  only  article  in  plaster  ?  " 

One  Pupil.  "  I  saw  the  masons  put  in  some 
hair."  , 

Another.     "  And  I  saw  them  put  in  sand." 

Teacher.     "  You  are  both  right.     Hair  and  sand 


92  THE  TEACHER'S  ASSISTANT. 

The  Tendency. 

are  both  used   in   making   plaster.     Can  you  tell 
what  it  is  called  before  it  is  placed  upon  the  wall  ?  " 

One  Pupil.     "  My  father  calls  it  mortar" 

Teacher.  "  Yes,  that 's  right.  In  making  mor- 
tar you  say  lime,  hair,  and  sand  are  used.  Can  you 
tell  me  why  hair  is  used  ?  " 

After  some  hesitation,  one  pupil  says,  "  I  guess  it 
is  used  to  hold  the  mortar  together  better." 

Teacher.  "  Very  good.  Now  can  any  one  tell 
me  why  sand  is  used  ?  " 

All  hesitate,  and  no  one  offers  an  answer.  The 
teacher  then  says,  "  As  no  one  knows  why  sand  is 
used,  we  will  wait  until  to-morrow,  and  sec  if  you 
can  find  out.  Perhaps  your  parents  will  tell  you, 
or,  if  not,  you  must  ask  a  mason.  How  many  of 
you  will  try  to  find  out  why  sand  is  used,  and  tell 
me  to-morrow?  (All  hands  raised.)  I  wish  you 
would  also  try  to  tell  me  all  you  can  about  lime,  of 
what,  and  how,  it  is  made,  where  it  is  made,  and 
for  Avhat  used  besides  in  making  mortar.  We  will 
talk  about  lime  at  our  next  lesson." 

It  will  be  readily  seen,  that  pupils  would  go  home 
from  a  brief  lesson  of  this  kind  abounding  in  in- 
quisitive questions.  Father  and  mother,  brother 
and  sister,  and  all  whom  they  meet,  will  be  interro- 
gated for  information  ;  and  the  whole  neighborhood 
will  be  made  fully  sensible  that  a  school  exists,  and 
that  an  active.,  efficient,  live  teacher  is  at  the  head 
of  it. 

Your  sincere  friend, 

C. 


LETTER    IX. 

RECITATIONS. 

MY  DEAR  FRIEND  :  — 

MUCH  of  your  success  and  usefulness  as  a  teacher 
will  depend  upon  the  manner  in  which  you  conduct 
recitations.  In  some  schools  but  little  benefit  re- 
sults from  these  exercises ;  indeed,  in  some  cases 
they  are  prejudicial  to  the  true  advancement  and 
improvement  of  the  pupils. 

For  what  are  recitations  designed  ?  I  answer, 
briefly,  to  afford  the  teacher  an  opportunity,  not 
only  for  ascertaining  what  the  pupil  does  know  in 
relation  to  the  passing  lesson,  but  also  (and  this  is 
more  important)  what  he  does  not  know,  —  that 
light  may  be  imparted  when  and  where  really 
needed,  and  that  more  effort  on  the  part  of  the 
learners  may  be  required  and  encouraged,  when 
and  where  it  may  seem  desirable  and  'essential.  I 
will  give  you  a  few  brief  hints  on  several  points. 

Assignment  of  Lessons.  —  Much  care  and  judg- 
ment should  be  used  on  this  point.  Lessons  should 
be  neither  too  long  nor  too  short.  It  would  not  be 
well  to  assign  a  lesson  that  would  severely  tax  the 


94  TIIE  TEACHER'S  ASSISTANT. 

System.  —  Record. 

ability  of  the  best  pupil  in  the  class,  nor  would  it  be 
well  to  give  one  that  the  dullest  member  could 
readily  learn.  A  lesson  adapted  to  the  capacity  of 
the  medium  talent  of  the  class  will  be  right,  —  one 
that  will  require  close  application  on  the  part  of  the 
dullest  members. 


Regularity  and  System.  —  Have  a  regular  time 
for  each  exercise,  and  let  it  receive  attention  at 
the  right  time.  Let  not  one  lesson  encroach  upon 
the  time  that  belongs  to  another.  After  classifying 
your  school,  and  learning  what  is  to  be  done,  strive 
judiciously  to  apportion  your  time  and  attention  to 
the  several  classes  as  circumstances  may  require,  — 
neglecting  none,  giving  no  undue  prominence  to 
any.  See  that  your  pupils  move  in  an  orderly  and 
quiet  way  to  and  from  the  place  of  recitation. 


Keep  a  Record  of  each  Recitation.  —  This 
have  a  good  influence  over  the  pupils,  and  incite 
them  to  diligence.  It  will  also  be  a  convenient 
form  in  which  to  exhibit  to  parents  and  visitors  the 
character  of  the  various  recitations.  The  scale  for 
marking  may  vary  according  to  circumstances  or 
range  of  studies.  From  0  to  3  will  answer  in  most 
schools.  If  a  recitation  is  perfectly  satisfactory,  let 
it  be  indicated  by  3  ;  if  a  little  defective,  by  '2;  if 
unsatisfactory,  by  1  ;  and  if  entirely  faulty,  by  0. 
The  scale  of  marking  may  in  some  cases  be  extenduij' 
to  5,  or  even  to  10.  At  another  time  I  will  give 
you  a  form  of  record.  (See  Appendix.) 


RECITATIONS. 


Teach  the  Subject. 


Make  Preparation  for  the  Recitation.  —  Though 
the  lesson  may  be  one  which  has  previously  received 
attention,  and  occupy  ground  that  may  seem  familiar 
to  you,  it  will  still  he  desirable  for  you  to  examine 
the  same  with  reference  to  the  anticipated  recitation. 
Perhaps  some  new  mode  of  explaining  principles,  or 
sonic  anecdote  for  illustrating,  may  occur  to  your 
mind  whereby  you  may  impart  fresh  interest  to  the 
lesson.  So  far  as  possible,  I  would  advise  that  you 
examine  each  lesson  with  a  special  reference  to  its 
proposed  recitation. 

Teach  the  Subject,  and  not  mere  Words.  —  It 
has  been  a  very  common  fault  of  the  teaching  in 
our  schools,  that  it  has  been  too  formal,  —  too  much 
confined  to  the  language  of  the  text-books.  Teach- 
ers have  asked  the  questions  from  the  books,  and 
pupils  have  repeated  the  answers  as  contained  in 
the  book.  This  may  be  well  to  a  certain  extent, 
and  yet  such  a  course  alone  constitutes  but  a  small 
part  of  a  true  recitation.  Words  without  ideas  are 
but  little  worth,  —  but  little  worth  only  as  the 
clear  exponents  of  ideas.  A  pupil  may  be  able  to 
repeat  the  words  of  a  grammar  from  beginning  to 
end,  and  yet  have  no  clear  and  well-defined  ideas  of 
the  structure  or  analysis  of  language.  If  he  has 
learned  mechanically,  no  thoughts  have  been,  awak- 
ened, no  valuable  impressions  have  been  made. 
"NVith  a  view  to  testing  the  understanding  of  your 
pupils,  and  awakening  thoughts,  ask  many  inciden- 
tal questions,  such  as  are  not  contained  in  the  text- 


96  THE  TEACHER'S  ASSISTANT. 


Attention.  —  Exactness. 


book,  but  such  as  are  pertinent  to  the  subject  under 
consideration.  It  is  not  unfrequently  the  case  that 
a  .pupil  may  perform  certain  operations  with  the 
text-book  or  a  given  model  under  his  eye,  and  yet 
not  clearly  comprehend  the  principles  involved.  In 
all  your  teaching,  consider  that  your  true  duty 
is  to  awaken  thought,  to  encourage  investigation, 
to  lead  your  pupils  to  examine,  to  think  for  them- 
selves. 

Insist  on  Attention.  —  It  is  too  often  the  case,  that 
the  benefits  of  a  recitation  are  lost  through  the  list- 
lessness  or  inattention  of  members  of  the  class.  Let 
your  pupils  clearly  understand  that  you  will  proceed 
with  no  exercise,  unless  you  can  have  their  strict 
attention.  As  one  means  of  securing  this,  adopt  no 
undeviating  order  for  asking  questions  at  a  recita- 
tion. Ask  the  question,  and  then  designate  some 
one  to  answer  the  same.  It  should  bo  deemed  suffi- 
cient if  the  question  is  asked  once  distinctly,  with 
the  understanding  that  any  and  every  member  of 
the  class  is  liable  to  be  called  upon  for  an  answer. 
It  is  a  good  way  to  place  the  names  of  the  class  in  a 
small  box,  and  then,  as  you  ask  the  question,  take 
some  name  from  the  box,  and  have  that  decide  from 
whom  an  answer  is  expected. 

Insist  on  Exactness,  Promptness,  and  Energy.  — 
Pupils  are  prone  to  give  partial  or  imperfect  an- 
swers. These  should  not  be  regarded  as  satisfac- 
tory. One  of  the  greatest  advantages  of  a  recitation 


RECITATIONS.  97 


Explanations  should  be  Clear. 


consists  in  the  accuracy,  precision,  and  clearness 
with  which  questions  are  answered.  Require  an- 
swers that  shall  be  perfectly  intelligible  to  all,  such 
as  will  give  the  clearest  evidence  that  the  pupil 
comprehends  the  subject,  and  is  not  merely  repeat- 
ing words  that  are  to  him  meaningless.  Also  insist 
that  answers  be  given  promptly  and  energetically. 
Avoid,  assiduously,  a  dull,  monotonous,  indistinct 
mode  of  reciting ;  and  with  equal  care  avoid  the 
"  drawing-out  process,"  by  means  of  which  "  piece- 
meal "  answers  are  obtained,  or  drawn  out,  by  ask- 
ing certain  leading  questions.  Let  it  be  always  re- 
membered, that  a  pupil  is  not,  in  any  true  sense, 
prepared  with  his  lesson  unless  he  can  promptly, 
and  without  aid  from  any  one,  give  a  clear  and  full 
answer  to  the  question  proposed. 

Make  all  Explanations  and  Corrections  plain  and 
intelligible.  —  This  is  not  always  done  by  teachers. 
They  seem  not  to  realize  the  difference  between 
their  own  minds  and  those  of  their  pupils,  and  they 
are  often  too  ready  to  believe  that  a  principle  or 
explanation  must  bo  as  clear  to  the  minds  of  their 
pupils  as  it  is  to  their  own,  and  yet  the  truth  may  be 
far  otherwise.  Two  or  three  amusing  illustrations 
occur  to  my  mind.  A  certain  teacher  was  preparing 
his  pupils  for  examination,  and,  I  am  sorry  to  say, 
practising  a  little  special  drill  preparatory  to  the 
occasion.  One  pupil  was  to  define  "  Faith,"  and, 
with  a  view  to  prepare  the  boy  for  his  part,  the 
teacher  illustrated  by  using  a  teacup  and  an  apple. 


98  THE  TEACHEK'S  ASSISTANT. 

Amusing  Anecdotes. 

He  first  placed  the  apple  under  the  cup,  in  presence 
of  the  pupil,  and  then  said,  "  You  know  the  apple 
is  under  the  cup,  because  you  saw  me  place  it  there. 
Now,  Faith  would  cause  you  to  believe  that  it  was 
there,  if  jl.told  you  so,  though  you  might  not  see  me 
place  it  there."  With  words  like  these  the  subject 
was  left,  and  on  examination  day,  when  the  lad  was 
asked  to  define  Faith,  he  very  promptly  said,  "  It 
is  an  apple  under  a  teacup." 

A  little  boy  once  came  to  the  following  passage  in 
his  reading  lesson.  "  -Abraham,  Isaac,  and  Jacob 
were  patriarchs."  The  little  fellow  read  as  follows  : 
"Abraham,  Isaac,  and  Jacob  were  partridges" 
"  No,"  says  the  teacher,  "  noi  partridges ,  \m&  patri- 
archs" Very  soon  the  lad  came  to  the  same  word 
again,  when,  after  a  little  hesitation,  he  looks  into 
his  teacher's  face  and  says,  "  Here  's  another  of 
those  queer  birds,  and  I  forget  what  you  called  it." 
If  the  teacher  had  explained  the  meaning  of  patri- 
arch, the  pupil  would  not  have  made  this  error ; 
but  the  very  manner  in  which  the  correction  had 
been  made  led  the  lad  to  suppose  that  partridges 
and  patriarchs  were  both  birds,  though  not  the 
same  bird. 

A  little  girl  was  once  called  upon  to  define  fer- 
ment, and  gave  as  an  answer,  "  to  work,"  which 
was  received  as  satisfactory.  She  was  subsequently 
called  upon  to  compose  a  sentence  which  should 
contain  the  word,  and  she  wrote,  "  I  love  to  ferment 
in  the  garden."  From  these  instances  you  will  not 
fail  to  draw  practical  hints  and  inferences. 


RECITATIONS.  99 


Thoroughness. 


Encourage  Thoroughness.  —  If  possible,  cause 
your  pupils  to  learn  thoroughly  whatever  they  un- 
dertake to  learn.  Often  impress  upon  their  minds 
the  truth  and  importance  of  the  maxim,  "What- 
ever is  worth  doing  at  all,  is  worth  doing  well."1 
Professor  Davies,  the  distinguished  mathematician, 
gives  the  following  rules,  which  it  would  be  well 
for  every  teacher  to  observe  :  — 

1.  Teach  one  thing  at  a  time. 

2.  Teach  that  one  thing  well. 

3.  Teach  its  connections. 

4.  Feel,  and   teach,  that   it    is   better   to  know 
everything  of  something,  than  to  know  something 
of  everything. 

Encourage  your  pupils  to  ask  questions  in  rela- 
tion to  the  lesson,  or  some  point  in  the  lesson.  Be- 
fore they  pass  from  the  recitation-seat,  say  to  them : 
"  If  there  is  any  principle  in  the  lesson  which 
you  do  not  comprehend,  or  if  I  have  not  been  un- 
derstood in  my  explanations,  I  wish  you  to  say  so 
freely.  Our  object  is,  not  merely  to  attend  to  the 
recitation,  but  to  .understand  the  subject ;  and  very 
likely  they  who  are  most  anxious  to  know,  to  learn, 
will  be  most  ready  to  ask  questions."  It  may  not 
always  be  advisable  to  give  an  immediate  answer  to 
every  question  that  may  be  asked.  You  may  think 
it  best  that  the  pupils  investigate  for  themselves. 
In  this  case,  give  them  a  few  suggestive  hints,  and, 
with  words  of  encouragement,  ask  them  to  give 
more  attention  to  the  subject,  and  if  they  fail  to  dis- 
cover all  they  wish,  you  will  explain  more  fully  at  a 


100  THE  TEACHER'S  ASSISTANT. 

Drawing-out  Process. 

future  time.  Always  bear  in  mind,  that  it  is  not 
that  which  you  do  directly  for  your  pupils  that  most 
benefits  them,  but  that  which  you  incite  them,  by 
expressions  of  encouragement,  to  do  for  themselves. 
A  simple  hint,  as  a  step  to  the  desired  information, 
will  often  be  of  more  real  benefit,  than  a  direct  com- 
munication of  the  knowledge  sought. 

Studiously  avoid  the  "  Drawing-out "  Process.  — 
This  is  so  admirably  described  and  illustrated  by 
another,*  that  I  shall  quote  at  some  length  his  lan^ 
guage.  The  "  drawing-out  "  process  "  consists  in 
asking  what  the  lawyers  call  leading  questions.  It 
is  practised,  usually,  whenever  the  teacher  desires 
to  help  along  the  pupil.  '  John,'  says  the  teacher, 
when  conducting  a  recitation  in  Long  Division, 
'  John,  what  is  the  number  to  be  divided  called  ?  ' 
John  hesitates.  '  Is  it  the  dividend  ? '  says  the 
teacher.  '  Yes,  Sir,  —  the  dividend.'  '  Well,  John, 
what  is  that  which  is  left  after  dividing  called  ?  — 
the  remainder  —  is  it  ? '  '  Yes,  Sir.'  A  visitor  now 
enters  the  room,  and  the  teacher  desires  to  show  off 
John's  talents.  '  Well,  John,  of  what  denomina- 
tion is  the  remainder? '  John  looks  upon  the  floor. 
'  Is  n't  it  always  the  same  as  the  dividend,  John  ?  ' 


*  Prom  the  "  Theory  and  Practice  of  Teaching,"  by  David  P. 
Page,  A.  M.  ;  a  work  of  the  highest  merit,  the  twenty-fifth  edition  of 
which  luis  already  been  issued  by  the  publishers,  A.  S.  Barnes  and 
Burr,  New  York.  It  i.s  a  work  which  should  be  in  the  hands  of 
every  teacher,  and  will  prove  worth  a  hundred-fold  its  cost  to  any 
who  will  rejrurd  its  hints. 


RECITATIONS.  101 


An  Example.  —  Teaching  History. 


'  Yes,  Sir.'  '  Very  well,  John,'  says  the  teacher, 
soothingly,  '  what  denomination  is  this  dividend  ?  ' 
pointing  to  the  work  upon  the  board.  *  Dollars,  is 
it  not  ? '  '  Yes,  Sir,  —  dollars.'  '  Very  well ;  now 
what  is  this  remainder  ?  '  John  hesitates.  '  Why, 
dollars,  too,  is  n't  it  ?  '  says  the  teacher.  '  O  yes, 
Sir,  dollars ! '  says  John,  energetically,  while  the 
teacher  looks  complacently  at  the  visitor,  to  see  if 
he  has  noticed  how  correctly  John  has  answered  ! 

"  A  class  is  called  to  be  examined  in  History. 
They  have  committed  the  text-book  to  memory  ;  that 
is,  they  have  learned  the  words.  They  go  on  finely 
for  a  time.  At  length  one  hesitates.  The  teacher 
adroitly  asks  a  question  in  the  language  of  the  text. 
Tims :  '  Early  in  the  morning-,  on  the  ~L\.th  of  Sep- 
tember, what  did  the  whole  British  army  do  ? ' 
The  pupil,  thus  timely  reassured,  proceeds  :  '  Early 
in  the  morning-,  on  the  VLth  of  September,  the  whole 
British  army,  drawn  up  in  two  divisions,  commenced 
the  expected  assault.'  Here  again  she  pauses. 
The  teacher  proceeds  to  inquire  :  '  Well,  —  Agree- 
ably to  the  plan  of  Howe,  the  right  wing  did  what  ? ' 

Pupil.  ' Agreeably  to  the  plan  of  Howe,  the 
right  wing — ' 

Teacher.  '  The  rig-lit  wing-,  commanded  by 
whom  ?  '  Pupil.  '  Oh  !  Agreeably  to  the  plan  of 
Howe,  the  right  wing,  commanded  by  Knyphauseii, 
made  a  feint  of  crossing  the  Braiidywine  at  Chad's 
Ford,'  etc," 

This  is  a  very  common  way  of  helping  a  dull 
pupil  out  of  a  difficulty  ;  and  I  have  seen  it  done  so 
o* 


102  THE  TEACHEK'S  ASSISTANT. 

A  further  Example.  —  Yes,  Sir. 


adroitly,  before  a  company  of  visitors,  that  it  was 
wonderful  to  see  how  thoroughly  the  children  had 
been  instructed ! 

I  may  further  illustrate  this  drawing-out  process, 
by  describing  an  occurrence,  which,  in  company 
with  a  friend  and  fellow-laborer,  I  once  witnessed. 
A  teacher,  whose  school  we  visited,  called  upon  the 
class  in  Colburn's  First  Lessons.  They  rose,  and 
in  single  file  marched  to  the  usual  place,  with  their 
books  in  hand,  and  stood  erect.  It  was  a  very  good- 
looking  class.  *-" 
-  "  Where  do  you  begin  ?  "  said  the  teacher,  taking 
the  book. 

Pupils.     "  On  the  eightieth  page,  third  question." 

Teacher.     "  Read  it,  Charles." 

Charles.  (Reads.)  "  A  man  being  asked  how 
many  sheep  he  had,  said  that  he  had  them  in  two 
pastures  ;  in  one  pasture  he  had  eight ;  that  three 
fourths  of  these  were  just  one  third  of  what  he  had 
in  the  other.  How  many  were  there  in  the  other  ?  " 

Teacher.  "  Well,  Charles,  you  must  first  get 
one  fourth  of  eight,  must  you  not  ?  " 

Charles.     "Yes,  Sir." 

Teacher.  "  Well,  one  fourth  of  eight  is  two, 
isn't  it?" 

Charles.     "Yes,  Sir;  one  fourth  of  eight  is  two." 

Teacher.  "  Well,  then,  three  fourths  will  be  three 
times  two,  won't  it  ?  " 

Charles.     "  Yes,  Sir." 

Teacher.     "  Well,  three  times  two  are  six,  eh  ?  " 

Charles.     "  Yes,  Sir." 


RECITATIONS.  103 


Hard  Mental  Labor. 


Teacher.  "  Very  well."  (A  pause.)  "  Now, 
the  book  says  that  this  six  is  just  one  third  of  what 
he  had  in  the  other  pasture,  don't  it  ?  " 

Charles.     "  Yes,  Sir." 

Teacher.  "  Then  if  six  is  one  third,  three  thirds 
will  be  —  three  times  six,  won't  it  ?  " 

Charles.     "  Yes,  Sir." 

Teacher.  "  And  three  times  six  are  eighteen, 
aren't  it?" 

Charles.     "  Yes,  Sir." 

Teacher.  "  Then  he  had  eighteen  sheep  in  the 
other  pasture,  had  he  ?  " 

Charles.     "  Yes,  Sir." 

In  relation  to  the  above-described  process,  Mr. 
Page  very  justly  remarks  :  "  The  teacher  should  at 
once  abandon  this  practice,  and  require  the  scholar 
to  do  the  talking'  at  recitation.  I  need  hardly  sug- 
gest, that  such  a  course  of  extraction  at  recitation, 
aside  from  the  waste  of  time  by  both  parties,  and 
the  waste  of  strength  by  the  teacher,  has  a  direct 
tendency  to  make  the  scholar  miserably  superficial. 
For  why  should  he  study,  if  he  knows  from  constant 
experience,  that  the  teacher,  by  a  leading  question, 
will  relieve  him  from  all  embarrassment  ?  It  has 
often  been  remarked,  that  '  the  teacher  makes  the 
school.'  Perhaps  in  no  way  can  he  more  effectually 
make  an  inefficient  school,  than  by  this  drawing-out 
process." 

Cultivate  a  Self-reliant  Spirit.  —  "While  undue 
boldness  should  be  discountenanced  at  all  times,  a 


104  THE  TEACHER'S  ASSISTANT. 

Encouragement. —  Captain  Hall. 

true  spirit  of  self-reliance,  based  on  a  well-grounded 
confidence,  should  be  studiously  cultivated.  A  diffi- 
dent, self-distrusting  spirit  always  causes  its  pos- 
sessor to  appear  at  great  disadvantage,  while  a  de- 
gree of  manly  confidence,  based  on  a  true  conscious- 
ness of  understanding  a  subject,  will  give  power  to 
him  who  exercises  it.  Some  pupils  are  naturally 
reserved,  afraid  to  give  utterance  to  their  thoughts 
and  ideas.  Such  need  much  kindness  and  encour- 
agement. A  word  or  look  of  reproof  will  entirely 
crush  out  any  feelings  of  confidence  that  may  have 
existed.  Deal  gently  with  them,  commending  them 
for  any  approximation  to  what  is  desirable,  rather 
than  censuring  them  for  defects  and  short-comings. 
Kind  and  cheering  tones  and  words  have  a  won- 
derful power  for  good,  while  captious  tones  and 
frowning  looks  are  extremely  dispiriting  in  their 
effects.  Captain  Basil  Hall  illustrates  the  same 
ideas  in  the  case  of  two  sea-captains.  It  was  the 
habit  of  one,  as  he  came  on  deck,  to  look  about  to 
discover  points  for  his  approval.  As  he  glanced  at 
the  decks,  he  would,  with  smiling  countenance,  say : 
"  How  white  and  clean  you  have  got  the  decks  to- 
day !  I  think  you  must  have  been  diligent  all  the 
morning,  to  have  got  them  into  such  order."  The 
other  would,  with  sour  looks  and  captious  tones, 
seek  for  points  to  censure.  If  the  decks  were  per- 
fectly clean  and  white,  instead  of  noticing  the  same, 
he  would  seek  for  some  trifling  defect,  and,  pointing 
to  a  bit  of  rope-yarn  left  under  the  truck  of  a  gun, 
he  would  say :  "  I  wish,  Sir,  you  would  teach  these 


RECITATIONS.  105 


Make  Recitations  Interesting. 


sweepers  to  clear  away  that  bundle  of  shakings ! " 
The  influence  of  the  former  was  like  magic  for  pro- 
moting a  kindly,  co-operative  spirit ;  that  of  the  lat- 
ter was  promotive  of  a  spirit  of  indifference,  if  not 
of  opposition.  Captain  Hall  very  justly  remarks : 
"  It  requires  but  very  little  experience  of  soldiers  or 
sailors,  children,  servants,  or  any  other  kind  of  de- 
pendents, to  show  that  this  good-humor  on  our  part 
towards  those  whom  we  wish  to  influence,  is  the  best 
possible  coadjutor  to  our  schemes  of  management." 
Can  you  not  profit  from  these  hints  ? 

Make  Recitations  Interesting.  —  This  you  may 
do  in  various  ways,  but  in  none  more  than  in  show- 
ing yourself  to  be  interested.  Indeed,  if  you  feel 
deeply  interested  in  the  exercise,  you  will  cause 
your  pupils  to  feel  the  same.  "  As  is  the  teacher, 
so  will  be  the  pupils,"  in  this  and  many  other  par- 
ticulars. Then  be  earnest,  energetic,  interested, 
if  you  would  have  your  pupils  bo  so.  Seek  to 
elucidate  and  enliven  every  lesson  by  appropriate 
illustration  and  pertinent  anecdote.  Expand  the 
subject  under  consideration  by  stating  facts  and 
incidents  additional  to  those  contained  in  the  book  ; 
and  never  feel  satisfied  with  a  recitation,  unless  you 
have  full  assurance  that  your  pupils  pass  from  the 
same  with  a  clearer  and  more  accurate  comprehen- 
sion of  the  subject,  than  they  had  when  they  came 
to  it.  Be  sure  that  at  each  recitation  some  truth  or 
principle,  new  to  your  pupils,  is  developed,  or  some 
additional  light  imparted  in  relation  to  a  subject  or 
principle  previously  considered  in  part. 


106  THE  TEACHER'S  ASSISTANT. 

Anecdote.  —  Throwing  Stones. 

Efforts  in  themselves  uninviting,  and  laborious 
even,  may  be  made  pleasant  and  attractive,  by  con- 
necting them  with  some  agreeable  object  or  associ- 
ation. The  following  anecdote  will  illustrate  this 
point,  and  the  same  principle  may  often  be  used  to 
advantage  in  school  exercises. 

A  certain  man  directed  his  son,  on  a  given  after- 
noon, to  pick  up  the  stones,  which  abounded  in  a 
small  lot  of  land,  and  place  them  in  a  pile  under 
the  wall.  The  lad  considered  this  very  dull  work 
for  a  holiday  afternoon ;  but,  nevertheless,  he  went 
to  work.  His  mates  were  happily  playing  in  the 
street,  not  far  distant.  After  working  for  a  short 
time  he  left,  and,  joining  the  boys  at  their  sports, 
took  an  early  opportunity  to  suggest  a  new  play ; 
and  that  was  "  to  throw  stones  at  a  mark."  "  0 
yes  !  "  shouted  the  boys,  "  that  '11  be  nice  sport ;  but 
where  shall  we  go  ?  "  "  Why,"  says  the  lad  first 
named,  "  over  in  my  father's  lot  will  be  a  capital 
place.  There  are  stones  enough  there,  and  my 
father  will  let  us  throw  as  many  as  we  please."  At 
(his  the  whole  company  rushed  to  the  lot.  The 
mark  was  placed  by  the  interested  lad  in  the  very 
spot  where  he  had  already  so  tediously  placed  many 
of  the  stones,  and  in  a  very  short  time  the  lot  was 
cleared  of  stones,  and  all  the  lads  felt  that  they  had 
had  fine  sport;  and  no  one  enjoyed  it  with  more 
relish,  or  participated  more  earnestly,  than  the  very 
lad  who  had  planned  "•  the  sport."  From  this  learn 
a  lesson. 

Your  sincere  friend, 

C. 


LETTER    X. 

OBJECT  LESSONS. 

MY  DEAR  FRIEND  :  — 

IN  a  previous  letter  I  alluded  to  the  value  of  les- 
sons on  objects,  and  promised  to  give  you  two  or 
three  specimens  of  such  lessons.  For  young  pu- 
pils these  may  be  frequent,  but  not  long  ;  and  with 
pupils  of  all  ages  they  may  be  made  profitable,  if 
judiciously  conducted.  The  true  design  of  siich 
lessons  should  be  to  cultivate  habits  of  attention 
and  observation,  and  at  the  same  time  lead  pupils 
to  give  expression  to  their  thoughts  and  views  ;  in 
other  words,  to  train  them  to  sec  and  describe  what 
I  hoy  see.  They  will  even  do  more  than  this  ;  — 
they  will  cause  pupils  to  think,  to  compare,  to  in- 
vestigate. If,  however,  you  would  have  exercises 
of  this  description  productive  of  the  highest  good, 
make  it  a  point  to  secure  accuracy  and  propriety  in 
tin;  answers  given,  remembering  that  it  is  a  promi- 
nent object  to  train  children  to  give  correct  and 
lucid  expression  to  their  ideas.  After  giving  you 
two  .or  three  sample  exercises,  I  will  enumerate  a 
list  of  objects,  eacb  of  which  may  lie  the  basis  of  a 


108  THE  TEACHER'S  ASSISTANT. 

Object  Lesson.  —  Feather. 


lesson.  Let  me  advise,  however,  that  you  com- 
mence such  lessons  by  a  few  simple  questions  that 
may  be  pretty  readily  answered.  It  greatly  .en- 
courages children  to  feel  that  they  can  answer  ques- 
tions proposed  by  their  teacher,  and  the  mere  fact 
that  they  have  answered  some  correctly,  will  give 
them  confidence  to  continue  their  efforts  ;  while  an 
opposite  course,  in  which  a  few  difficult  questions 
are  asked  at  the  outset,  will  tend  to  embarrass  and 
discourage  them.  It  will  also  be  well,  near  the 
close  of  every  lesson,  to  ask  one  question,  or  more, 
to  which  you  will  not  be  likely  to  obtain  correct 
answers.  By  leaving  some  question  or  questions 
unanswered  till  a  future  time,  you  may  do  much 
towards  awakening  a  spirit  of  investigation  and  in- 
quiry. Two  ideas  should  be  made  clear  to  the 
pupils  by  these  lessons ;  one,  that  they  know  some 
facts  in  relation  to  the  objects  you  present  for  their 
attention  ;  the  other,  that  there  is  something  more 
to  be  learned  on  every  subject.  In  this  way  you 
may  encourage  a  becoming  confidence,  and  at  the 
same  time  check  a  spirit  of  self-conceit. 

The  following  lesson  I  take  from  the  Canada 
Journal  of  Public  Instruction,  making  a  few  changes. 
The  object  is  a  u  Feather,"  which  the  teacher  holds 
in  view  of  the  class,  when  the  following  conversa- 
tion takes  place. 

Teacher.     "  What  have  I  in  my  hand  ?  " 

Pupils.     "  A  feather." 

Teacher.     kk  Whence  did  it  come  ?  " 

Pupils.     "  From  a  bird." 


OBJECT    LESSONS.  109 


The  Fitness  of  Feathers  for  Birds. 


Teacher.  "  How  do  you  think  a  bird  would  feel 
without  feathers  ?  " 

Pupils.     "  It  would  be  very  cold." 

Teacher.  "  What  do  we  wear  to  keep  ourselves 
warm  ?  " 

Pupils.     "  Coats,  jackets,  stockings,  etc." 

Teacher.     "  What  do  we  call  these  ?  " 

Pupils.     "  Clothes." 

Teacher.     "  What  do  birds  have  for  clothes  ?  " 

Pupils.     "  Feathers." 

Teacher.  "  Can  you  think  of  any  animals  that 
wear  clothing  different  from  that  we  wear,  and  also 
different  from  that  worn  by  birds  ? " 

Pupils.  "  The  sheep  wears  wool ;  the  dog  and 
horse  have  hair." 

Teacher.  "  Now  look."  (Throwing  the  feather 
into  the  air.)  "  What  do  you  see  ?  " 

Pupils.     "  It  flies,  or  floats  in  the  air." 

Teacher.  "  If  I  toss  a  penny  into  the  air,  will  it 
do  the  same  ?  " 

Pupils.     "  No,  it  will  fall  to  the  floor." 

Teacher.  "  Why  does  the  feather  float,  and  the 
penny  fall  ?  " 

Pupils.  "  Because  the  feather  is  light,  and  the 
penny  heavy." 

Teacher.  "  Can  any  of  you  tell  me  why  feathers 
arc  better  for  birds  than  clothing  like  ours,  or  wool 
like  the  sheep's?" 

Pupils.  "  Because  they  are  light,  and  birds  can 
fly  better  with  them." 

Teacher.  "  Very  well.  If  they  had  heavy  cover- 
10 


110  THE  TEACHER'S  ASSISTANT. 

The  Qualities  of  Feathers. 

ing,  they  could  not  rise  into  the  air,  or  if  they  did, 
they  would  soon  fall  down.  From  this  we  may  see 
how  wise  and  good  our  Heavenly  Father  is.  He 
even  cares  for  the  birds.  He  says  in  the  Bible,  that 
a  little  bird  shall  not  fall  to  the  ground  without  his 
notice.  Now  if  God  sees  all  the  little  birds,  and 
takes  care  of  them,  do  you  think  he  will  ever  for- 
get little  children  ?  In  the  same  passage  in  the 
Gospel,  which  tells  of  God's  care  of  the  little  birds, 
it  says,  he  takes  still  greater  care  of  his  children. 
I  wish  you  would  all  try  to  find  the  verse  I  mean, 
and  learn  it  to  say  to-morrow.  Boys  sometimes 
kill  birds  and  destroy  their  nests, —  is  that  right?" 

Pupils.     "  It  is  not." 

Teacher.  "  No,  it  is  very  cruel,  and  I  hope  you 
will  never  do  so.  Now,  children,  examine  these 
feathers, —  are  they  all  alike  ?  " 

Pupils.  "  One  is  white,  one  is  black,  and  one  is 
brown." 

Teacher.  "  What,  then,  will  you  say  of  the  color 
of  feathers  ?  " 

Pupils.     "  They  have  different  colors." 

Teacher.  "  Now  take  one  in  your  hand,  and 
tell  me  how  it  feels  ?  " 

Pupils.     "  It  is  soft." 

Teacher.     "  Are  all  parts  soft  ?  " 

Pupils.     "  No,  the  middle  part  is  hard." 

Teacher.  "  Yes,  the  middle  part,  which  we  call 
the  stem,  is  hard,  while  the  down,  or  feathery  part, 
is  soft.  Is  there  any  other  difference  between  the 
two  parts  ?  " 


OBJECT    LESSONS.  Ill 


Uses  of  Feathers. 


Pupils.  "  The  stem  is  bright  and  smooth,  but 
the  rest  is  not." 

Teacher.  "  What  do  we  say  of  those  things  that 
shine  ? " 

Pupils.     "  We  sometimes  call  them  brilliant." 

Teacher.  "  And  what  of  things  that  do  not 
shine  ? " 

Pupils.     "  We  call  them  dull." 

Teacher.  "  Do  you  notice  any  other  difference 
between  the  two  parts  ?  Will  all  parts  bend  alike  ? " 

Pupils.  "  No,  the  quill  or  stem  part  does  not 
bend  easily,  —  it  is  more  stiff." 

Teacher.  "  Name  some  other  things  that  are 
stiff." 

Pupils.     "  Wood ;  stone  ;  slate." 

Teacher.     "  For  what  are  feathers  used  ?  " 

Pupils.     "  For  making  beds." 

Teacher.    "  Why  are  they  good  for  making  beds  ?  " 

Pupil.     "  Because  they  are  soft." 

Teacher.  "  There  are  many  other  curious  things 
about  feathers  which  I  will  tell  you  at  another  time. 
You  may  now  repeat  what  you  have  learned  about 
feathers." 

Pupils.  "  Feathers  are  the  clothing  of  birds. 
They  are  very  light  and  soft.  God  takes  care  of 
the  little  birds,  and  still  more  care  of  us.  Feathers 
are  of  different  colors.  The  stem  of  the  feather  is 
hard  and  stiff  and  shining  ;  but  the  down  is  soft 
and  dull.  They  make  good  beds,  because  they  are 
soft." 

Teacher.     "  You  may  now  repeat  the  names  of 


112  THE  TEACHER'S  ASSISTANT. 

Lesson  on  Lines. 

the  different  kinds  of  birds  you  have  seen,  and  I 
will  write  them  upon  the  blackboard ;  and  at  our 
next  lesson  I  shall  call  upon  you  to  spell  them  and 
to  describe  them,  or  tell  what  you  know  of  them." 

Pupils.  (Repeat  as  the  teacher  writes.)  "  Robin ; 
Canary ;  Sparrow  ;  Hawk  ;  Crow  ;  Eagle  ;  Black- 
bird ;  Thrush  ;  Owl ;  Linnet ;  Lark  ;  Chickadee  ; 
Bobolink  ;  Wren  ;  Woodpecker  ;  Oriole  ;  Parrot ; 
Swallow ;  Martin,"  etc. 

| 

I  will  now  give  one  of  a  different  nature,  —  or, 
rather,  three  or  four  brief  ones  connected,  and 
adapted  to  children  who  have  not  learned  their 
letters.*  "  If  they  are  given  to  children  who  have 
learned  to  read,  the  names  should  be  spelled, — writ- 
ten on  the  board  by  the  teacher,  and  on  the  slates 
by  the  pupils.  What  has  been  learned  of  the  lines, 
should  be  applied  in  learning  the  alphabet ;  referring 
to  a  list  of  plain  capitals,  and  pointing  to  the  parts 
of  different  letters,  ask  the  pupils  to  say  whether 
the  part  designated  is  curved  or  straight.  Then  re- 
quest them  to  point  to  the  letters  which  have  no 
straight  lines,  and  those  which  have  no  curve  lines." 

In  the  lessons  on  Lines,  which  follow,  the  an- 
swers of  the  pupils  are  not  always  given.  The  main 
purpose  is  to  give  the  teacher's  part,  merely  as 
suggestive.  Each  will  expand  and  vary  according 
to  circumstances,  or  according  to  his  own  peculiar 
views. 

*  By  J.  D.  Philhrick,  in  "  The  Massachusetts  Teacher." 


OBJECT    LESSONS.  113 


Straight  Lines.  —  Curve  Lines. 


OBJECT  LESSONS.  — LINES. 

FOR   PBIMAKY    SCHOOLS. 

LESSON  I. 


Straight  Line.  Curve  Line. 

You  see  what  I  have  drawn  on  the  board. 

Are  these  lines  alike  ? 

How  do  they  differ  from  each  other  ? 

One  is  straight  and  the  other  is  not. 

We  call  the  one  which  is  not  straight,  a  carve 
line. 

You  may  tell  me  the  names  as  I  point  to  them. 

Which  is  this  ?     Repeat  it. 

And  this  ?     Repeat  it. 

James  may  come  and  point  to  the  straight  line. 
Now  to  the  curve  line. 

You  may  now  make  them  on  your  slates. 

If  I  stretch  this  thread  thus,  what  line  does  it 
make  ? 

Now  if  I  bring  the  ends  nearer  together,  and  let 
it  bend  down  thus,  what  line  does  it  make  ? 

A  line  that  is  not  bent  in  any  part  of  it,  is  called 
a  straight  line.  Repeat  together. 

A  line  that  bends  in  every  part,  but  has  no  sharp 
corners  in  it,  is  a  curve  line.  Repeat  together. 

LESSON  II. 

Having  reviewed  the  preceding  lesson,  the  teacher 
proceeds. 

10* 


114  THE  TEACHER'S  ASSISTANT. 

Perpendicular  Lines. 

You  see  I  have  made  a  line  straight 
up  and  down.  When  a  line  is  made 
in  this  direction,  we  call  it  a  perpen- 

Perpendicular  Line,     dicular    lillC. 

You  may  say  perpendicular  line. 

We  will  analyze  the  word  perpendicular. 

You  may  make  four  on  your  slates. 

I  will  look  at  some  of  your  slates. 

Jane  has  made  them  very  well. 

Look  at  Jane's  ;  you  see  they  are  straight  up  and 
down. 

Now  erase  them,  and  try  again. 

Now  see  me  make  one  on  the  board  (an  oblique 
one). 

Is  it  right  ? 

It  is  not  straight  up  and  down. 

It  is  not  perpendicular,  you  mean. 

Well,  I  will  make  this  one  right. 

You  may  try  again. 

Edward  may  come  up  and  hold  this  pointer  in  a 
perpendicular  direction. 

Tell  me  what  you  see  in  the  room  that  is  perpen- 
dicular. 

The  sides  of  the  door,  and  of  the  windows,  and  of 
the  blackboard. 

LESSON  III. 

Review  the  preceding  lesson. 

Now  1  have  made  a  straight  line 

Horizontal  Line. 


made  in  this  direction,  we  call  it  a  horizontal  line. 


OBJECT    LESSONS.  115 


Horizontal  and  Oblique  Lines. 


You  may  say  horizontal  line. 

Analyze  the  word  horizontal. 

The  pointer  is  now  horizontal. 

Who  will  come  and  hold  it  in  a  horizontal  direc- 
tion ? 

You  may  make  four  horizontal  lines  on  your 
slates. 

(Proceed  as  in  Lesson  II.) 

LESSON  IV. 
Review  as  before. 

Is  this  straight  line  perpendicular  ? 
Is  it  horizontal  ? 

iique  Line.  This  is  a  slanting  or  oblique  line. 
You  may  call  it  an  oblique  line.     Say  oblique  line. 
Analyze  the  word  oblique. 
You  see  it  leans  towards  the  right. 
Now  I  will  make  one  leaning  towards  the  left. 
Mary  may  come  and  point  to  the  one  that  leans 
to  the  right ;  to  the  left. 

(Illustrate  with  the  pointer.  Proceed  as  in  Les- 
son II.) 

LESSON  V. 


Here  are  a  perpendicular  line,  a  horizontal  line, 
and  two  oblique  lines. 

Which  is  this  (pointing  to  the  horizontal  line)  ? 


116  THE  TEACHER'S  ASSISTANT. 

Parallel  Lines. 

A  horizontal  line. 

This  ? 

A  perpendicular  line. 

This  ? 

An  oblique  line,  leaning  or  inclining  towards  the 
right. 

This? 

An  oblique  line  inclining  towards  the  left. 

You  may  all  lean  towards  the  right ;  —  left. 
Stand  up  straight,  in  a  perpendicular  position. 

Hold  out  your  arms  in  a  horizontal  position. 

Make  these  lines  on  your  slates. 

Tell  the  names  as  I  point  to  them. 


i        LESSON  VI. 

I  have  made  two  straight  lines.  You 
see  they  are  just  as  far  apart  in  one 
place  as  in  another ;  they  run  in  the 

Parallel  Lines.       same    direction. 

If  two  straight  lines  are  "just  as  far  apart  in  one 
place  as  in  another,  they  are  parallel. 

Do  you  see  any  things  in  the  room  parallel  ? 

The  two  sides  of  my  slate,  the  two  sides  of  the 
door,  of  the  window,  of  a  pane  of  glass ;  the  wires 
of  the  numeral  frame. 

Now  I  will  make  three  parallel  lines. 

Make  three  just  like  them  on  your  slate. 

(Practise  on  these  some  time  ;  then  proceed  in 
the  same  way  witli  the  horizontal  and  oblique  par- 
allel lines.) 


OBJECT   LESSONS.  117 


Lesson  on  Glass. 


The  following  I  take  from  an  English  work  enti- 
tled "  Object  Lessons,"  —  a  very  useful  book  for  the 
teacher. 

GLASS. 

Glass  has  been  selected  as  a  proper  substance  to 
be  presented  to  the  children,  because  the  qualities 
which  characterize  it  are  quite  obvious  to  the  senses. 
The  pupils  should  be  arranged  before  a  blackboard 
or  slate,  upon  which  the  result  of  their  observations 
should  be  written.  The  utility  of  having  the  les- 
sons presented  to  the  eyes  of  the  children,  with  the 
power  of  thus  recalling  attention  to  what  has  oc- 
curred, will  very  soon  be  appreciated  by  the  in- 
structor. 

The  glass  should  bo  passed  round  the  party,  to 
be  examined  by  each  individual.* 

Teacher.     "  What  is  this  I  hold  in  my  hand  ?  " 

Children.     "  A  piece  of  glass." 

Teacher.     "  Can  you  spell  the  word  glass  ?  " 

(The  teacher  then  writes  the  word  "  glass  "  up- 
on the  slate,  which  is  thus  presented  to  the  whole 
class  as  the  subject  of  the  lesson.)  "  You  have  all 
examined  this  glass  ;  what  do  you  observe  ?  What 
can  you  say  it  is  ?  "  f 


*  By  tliis  means  each  individual  in  the  class  is  called  upon  to 
exercise  his  own  powers  on  the  object  presented  ;  the  subsequent 
questions  of  the  teacher  tend  only  to  draw  out  the  ideas  of  the  chil- 
dren, which  he  corrects  if  wrong. 

t  This  question  is  put,  instead  of  asking,  "  What  are  its  quali- 


118  THE  TEACHER'S  ASSISTANT. 

Qualities  of  Glass. 

Children.     "  It  is  bright." 

Teacher.  (The  teacher  having  written  the  word 
"  qualities,"  writes  under  it,  "  It  is  bright.")  "  Take 
it  in  your  hand  and  feel  it."  * 

Children.  "  It  is  cold."  (Written  on  the  board 
under  the  former  quality.) 

Teacher.  "  Feel  it  again,  and  compare  it  with 
the  piece  of  sponge  that  is  tied  to  your  slate,  and 
then  tell  me  what  you  perceive  in  the  glass."  f 

Children.     "  It  is  smooth,  —  it  is  hard." 

Teacher.  "  What  other  glass  is  there  in  the 
room  ?  " 

Children.     "  The  windows." 

Teacher.  "  Look  out  at  the  window,  and  tell  me 
what  you  see  ?  " 

Children.     "  We  see  the  garden." 

Teacher.  (Closes  the  shutters.)  "  Look  out 
again,  and  tell  me  what  you  now  observe  ?  " 

Children.     "  We  cannot  see  anything." 

Teacher.     "  Why  cannot  you  see  anything  ?  " 

Children.  "  We  cannot  see  through  the  shut- 
ters." . 


tics  ?  "  because  the  children  would  not,  at  first,  in  all  probability,  un- 
derstand the  meaning  of  the  term  ;  its  frequent  application,  however, 
to  the  answer  of  this  question,  will  shortly  familiarize  them  with  it, 
and  teach  them  its  meaning. 

*  The  art  of  the  teacher  is  to  put  such  questions  as  may  lead 
successfully  to  the  exercise  of  the  different  senses. 

t  The  object  of  the  teacher  here  is  to  lead  the  pupil  to  the  ob- 
servation of  the  quality  smooth,  and  he  does  so  by  making  him  con- 
trast it  with  the  opposite  quality  in  another  substance ;  a  mode  of 
suggestion  of  which  frequent  use  may  be  made. 


OBJECT   LESSONS.  119 


Transparency. 


Teacher.  "  What  difference  do  you  observe  be- 
tween the  shutters  and  the  glass  ?  " 

Children.  "  We  cannot  see  through  the  shut- 
ters, but  we  can  through  the  glass.' 

Teacher.  "  Can  you  tell  me  any  word  that  will 
express  this  quality  which  you  observe  in  the 
glass  ?  " 

Children.     "  No." 

Teacher.  "  I  will  tell  you  then  ;  pay  attention, 
that  you  may  recollect  it.  It  is  transparent*  What 
shall  you  now  understand  when  I  tell  you  that  a 
substance  is  transparent  ?  " 

Children.     "  That  you  can  see  through  it." 

Teacher.  "  You  are  right.f  Try  and  recollect 
something  that  is  transparent." 

Children.     "  Water." 

Teacher.  "  If  I  were  to  let  this  glass  fall,  or 
you  were  to  throw  a  ball  at  the  window,  what  would 
be  the  consequence  ?  " 

Children.  "  The  glass  would  be  broken.  It  is 
brittle." 


*  The  fact  of  the  glass  being  transparent  is  so  familiar  to  the 
children,  they  will  probably  not  observe  it  till  its  great  use  in  conse- 
quence of  that  quality  brings  it  forcibly  before  their  minds.  They 
then  feel  the  want  of  a  term  to  express  the  idea  thus  formed,  and  the 
teacher  gives  them  the  name,  as  a  sign  for  it,  and  in  order  to  impress 
it  upon  their  minds.  To  ascertain  whether  they  have  rightly  com- 
prehended the  meaning  of  the  word,  they  are  called  upon  to  give 
examples  of  its  application. 

t  It  is  but  too  common  a  practice  to  call  a  child  good  because  he 
gives  a  right  answer ;  thus  confounding  intellectual  truth  and  moral 
virtue. 


120  THE  TEACHER'S  ASSISTANT. 

Brittleness. 

Teacher.  "  If  I  used  the  shutter  in  the  same 
manner,  what  would  be  the  consequence  ?  " 

Children.     "  It  would  not  break." 

Teacher.  "  If  I  gave  it  a  sharp  blow  with  a  very 
hard  substance,  what  would  happen  ?  " 

Children.     "  It  would  then  break." 

Teacher.  "  "Would  you,  therefore,  call  the  wood 
brittle  ? " 

Children.     "  No." 

Teacher.  "  What  substances,  then,  do  you  call 
brittle  ? " 

Children.     "  Those  which  are  easily  broken." 

These  are  probably  as  many  qualities  as  would 
occur  to  children  at  their  first  attempt :  they  should 
be  arranged  on  the  slate,  and  thus  form  an  exercise 
in  spelling.  They  should  then  be  effaced :  and  if 
the  pupils  are  able  to  write,  they  may  endeavor  to 
remember  the  lesson,  and  put  it  down  on  their 
slates. 


OBJECT  LESSON.— FOR  OLDER  PUPILS. 

IRON. 

Teacher.  (Holding  up  a  piece  of  iron.)  "  Can 
you  tell  me  what  this  is  ?  " 

Pupils.     "  It  is  iron,  Sir." 

Tcaclier.  "And  what  is  iron,  —  mineral,  ani- 
mal, or  vegetable  ?  " 

Pupils.     "  It  belongs  to  the  mineral  kingdom.1' 


OBJECT    LESSONS.  121 


Articles  made  of  Iron. 


Teacher.  "  Can  you  tell  me  some  of  its  uses,  — 
or  name  some  articles  *  that  are  made  of  iron  ?  " 

Pupils.  "  Nails,  screws,  bolts,  bars,  locks,  keys, 
stoves,  ploughs,  hammers,  wheels,  axletrees,  shovels, 
tongs,  pincers,  hinges,  latches,  horse-shoes,  chains, 
knives,  forks,  axes,  planes,  saws,  chisels,  doors, 
chairs,  bedsteads,  buildings,  boats,  steam-engines, 
locomotives,  boilers,  pumps,  etc." 

Teacher.  "  You  see  that  you  have  named  a 
great  many  articles  which  are  made  of  iron,  and 
many  others  might  be  named.  You  say  that  knives, 
and  other  edge-tools,  or  cutlery,  are  made  of  iron. 
Are  they  made  wholly  of  common  iron  ?  " 

Pupils.  "  No,  Sir,  they  are  composed  partly  of 
steel,  which  is  iron  refined  and  hardened." 

Teacher.  "Yes,  —  we  will  talk  more  about  steel 
at  another  time.  You  say  that  nails  are  made  of 
iron.  Are  all  nails  alike  ?  If  not,  name  some  dif- 
ferent kinds  ? " 

Pupils.  "  Tack-nails,  shingle-nails,  clapboard- 
nails,  board-nails,  spike-nails,  horse-shoe  nails, 
wrought  nails,  cut  nails."  f 

Teacher.  "  What  are  the  principal  forms  in 
which  iron  is  used  ?  " 

Pupils.  "  Cast-iron,  wrought-iron,  sheet-iron, 
and  steel."  (Here  the  teacher  may  ask  questions 
in  relation  to  each  kind,  and  its  uses.) 

*  It  will  be  well  for  the  teacher  to  write  these  on  the  blackboard, 
as  they  are  given,  and  let  the  list  be  taken  for  a  spelling  lesson. 

t  Ask  the  purpose  for  which  each  is  used ;  the  difference  between 
a  cut-nail  and  a  wrought-nail,  etc. 
11 


122  THE  TEACHER'S  ASSISTANT. 

Iron  and  Wood.  —  Iron  and  Gold. 

Teacher.  "  Can  you  name  some  particulars  in 
which  iron  and  wood  are  alike  ?  " 

Pupils.  "  Both  have  solidity,  strength,  firmness, 
durability,  —  though  wood  has  less  than  iron." 

Teacher.     "  Name  some  points  of  difference." 

Pupils.  "  Iron  is  mineral,  wood  is  vegetable ; 
iron  is  not  inflammable,  wood  is ;  iron  is  ductile 
and  malleable,  wood  is  neither."  (Call  for  a  defi- 
nition of  the  words  used  in  the  answers  to  the  last 
two  questions.) 

Teacher.  "  In  what  respects  are  iron  and  glass 
alike  ? " 

Pupils.  "  They  are  both  solid,  both  have  weight, 
neither  of  them  will  burn,  both  maybe  melted,"  etc. 

Teacher.  "  Can  you  name  some  particulars  in 
which  they  arc  unlike  ?  " 

Pupils.  "  Glass  is  smooth,  iron  is  rough  ;  glass 
is  brittle,  iron  is  not ;  glass  is  transparent,  iron  is 
not." 

Teacher.  "  Which  do  you  think  more  useful  and 
important,  iron  or  gold  ?  " 

Pupils.     (Variously.)     "Gold,  —  iron." 

Teacher.  "  I  sec  you  have  different  views  on 
this  point,  and  I  will  leave  the  subject  for  your  re- 
flection until  another  day.  I  shall  also  wish  you  to 
inform  me  where  iron  is  found,  the  form  or  condi- 
tion in  which  it  is  found,  how  it  is  obtained,  how  it 
is  prepared  for  use,  etc.  To  obtain  information  on 
these  points  you  can  consult  books,  or  ask  your 
parents  and  friends.  Let  us  see  who  will  be  able  to 
tell  us  the  most  about  iron  at  our  next  lesson." 


OBJECT    LESSONS.  123 


An  Ear  of  Corn. 


I  will  add  only  one  more  exercise  of  this  kind, 
and  that  I  take  from  Page's  "  Theory  and  Practice 
of  Teaching,"  a  work  previously  alluded  to,  arid 
one  that  every  teacher  should  own  and  read.  In 
this  the  object  is 

"  AN    EAR    OF    CORN. 

"  Teacher.  '  Now,  children,'  holding  up  the  corn, 
and  addressing  himself  to  the  youngest,  '  I  am  go- 
ing to  ask  you  only  one  question  to-day  about  this 
ear  of  corn.  If  you  can  answer  it,  I  shall  be  very 
glad ;  if  the  little  boys  and  girls  upon  the  front  seat 
cannot  give  the  answer,  I  will  let  those  in  the  next 
seat  try ;  and  so  on  till  all  have  tried,  unless  our 
time  should  expire  before  the  right  answer  is  given. 
I  shall  not  be  surprised  if  none  of  you  give  the  an- 
swer I  am  thinking  of.  As  soon  as  I  ask  the  ques- 
tion, those  who  are  under  seven  years  old,  that 
think  they  can  give  an  answer,  may  raise  their 
hand.  What  is  this  car  of  com  for?' 

"  Several  of  the  children  raise  their  hands,  and 
the  teacher  points  to  one  after  another  in  order,  and 
they  rise  and  give  their  answers. 

"Mary.     '  It  is  to  feed  the  geese  with.' 
"John.     '  Yes,  and  the  hens  too,  and  the  pigs. 
"  Sarah.     '  My  father  gives  corn  to  the  cows.' 
"  By  this  time  the  hands  of  the  youngest  scholars 
are  all  down,  for,  having  been  taken  a  little  by  sur- 
prise, their  knowledge  is  exhausted.     So  the  teacher 
says  that  those  between  seven  and  ten  years  of  age 
may  raise  their  hands.     Several  instantly  appear. 


124  THE  TEACHER'S  ASSISTANT. 

Uses  of  Corn. 

The  teacher  again  indicates,  by  pointing,  those  who 
may  give  the  answer. 

"  Charles.  '  My  father  gives  corn  to  the  horses 
when  the  oats  are  all  gone.' 

"Daniel.  i  We  give  it  to  the  oxen  and  cows,  and 
we  fat  the  hogs  upon  corn.' 

"Laura.  '  It  is  good  to  eat.  They  shell  it  from 
the  cobs  and  send  it  to  mill,  and  it  is  ground  into 
meal.  They  make  bread  of  the  meal,  and  we  eat  it.' 

"  This  last  pupil  has  looked  a  little  further  into 
domestic  economy  than  those  who  answered  before 
her.  But  by  this  time,  perhaps  before,  the  five 
minutes  have  been  nearly  expended,  and  yet  several 
hands  are  up,  and  the  faces  of  several  are  beaming 
with  eagerness  to  tell  their  thoughts.  Let  the 
teacher  then  say,  '  We  will  have  no  more  answers 
to-day.  You  may  think  of  this  matter  till  to-mor- 
row, and  then  I  will  let  you  try  again.  I  am  sorry 
to  tell  you  that  none  of  you  have  mentioned  the 
use  I  was  thinking  of,  though  I  confess  I  expected 
it  every  minute.  I  shall  not  be  surprised  if  no  one 
of  you  give  this  ansAver  to-morrow.  I  shall  now  put 
the  ear  of  corn  in  my  desk,  and  no  one  of  you  must 
speak  to  me  about  it  till  to-morrow.  You  may  now 
take  your  studies.' 

"  The  children  now  breathe  more  freely,  while  the 
older  ones  take  their  studies,  and  the  next  class  is 
called.  In  order  to  success,  it  is  absolutely  neces- 
sary that  the  teacher  should  positively  refuse  to 
hold  any  conversation  with  the  children  on  the  sub- 
ject till  the  next  time  for  '  general  exercise.' 


OBJECT    LESSONS.  125 


The  Effects. 


"  During  the  remainder  of  the  forenoon  the  teach- 
er will  very  likely  observe  some  signs  of  thoughtful- 
ness  on  the  part  of  those  little  children  who  have 
been  habitually  dull  before.  And  perhaps  some 
child,  eager  to  impart  a  new  discovery,  will  seek  an 
opportunity  to  make  it  known  during  the  forenoon. 
*  Wait  till  to-morrow,'  should  be  the  teacher's  only 
reply. 

"  Now  let  us  follow  these  children  as  they  are 
dismissed,  while  they  bend  their  steps  toward  home. 
They  cluster  together  in  groups  as  they  go  down 
the  hill,  and  they  seem  to  be  earnestly  engaged  in 
conversation. 

"  '  I  don't  believe  it  has  any  other  use,'  says  John. 
'  0  yes,  it  has,'  says  Susan ;  '  our  teacher  would 
not  say  so  if  it  had  not.  Besides,  did  you  not  see 
what  a  knowing  look  he  had,  when  he  drew  up 
his  brow,  and  said  he  guessed  we  could  n't  find 
it  out?' 

" '  Well,  I  mean  to  ask  my  mother,'  says  little 
Mary  ;  '  I  guess  she  can  tell.' 

"  By  and  by,  as  they  pass  a  field  of  corn,  Samuel 
sees  a  squirrel  running  across  the  street,  with  both 
his  cheeks  distended  with  '  plunder.' 

"  At  home,  too,  the  ear  of  corn  is  made  the  sub- 
ject of  conversation.  '  What  is  an  car  of  corn  for, 
mother  ? '  says  little  Mary,  as  soon  as  they  have 
taken  a  seat  at  the  dinner-table. 

"Mother.     'An  car   of  corn,  child?    why,  don't 
you  know  ?     It  is  to  feed  the  fowls,  and  the  pigs, 
and  the  cattle ;  and  we  make  bread  of  it,  too  — 
11* 


126  THE  TEACHER'S  ASSISTANT. 

Another  Attempt. 

"Mary.  '  Yes,  we  told  all  that,  but  the  teacher 
says  that  is  not  all.' 

"Mother.     '  The  teacher  ?  ' 

"Mary.  '  Yes,  ma'am ;  the  teacher  had  an  ear 
of  corn  at  school,  and  he  asked  us  what  it  was  for ; 
and  after  we  had  told  him  everything  we  could 
think  of,  he  said  there  was  another  thing  still. 
Now  I  want  to  find  out,  so  that  I  can  tell  him.' 

"  The  consequence  of  this  would  be  that  the  family, 
father,  mother,  and  older  brothers  and  sisters,  would 
resolve  themselves  into  a  committee  of  the  whole  on 
the  ear  of  corn.  The  same,  or  something  like  this, 
would  be  true  in  other  families  in  the  district ;  and 
by  the  next  morning,  several  children  would  have 
something  further  to  communicate  on  the  subject. 
The  hour  would  this  day  be  awaited  with  great  in- 
terest, and  the  first  signal  would  produce  perfect 
silence. 

"  The  teacher  now  takes  the  ear  of  corn  from  the 
desk,  and  displays  it  before  the  school ;  and  quite  a 
number  of  hands  are  instantly  raised,  as  if  eager  to 
be  the  first  to  tell  what  other  use  they  have  discov- 
ered for  it. 

"•  The  teacher  now  says,  pleasantly,  <  The  use  I  am 
thinking  of,  you  have  all  observed,  I  have  no  doubt ; 
it  is  a  very  important  use  indeed  ;  but  as  it  is  a 
little  out  of  the  common  course,  I  shall  not  be  sur- 
prised if  you  cannot  give  it.  However,  you  may 
try.' 

"  '  It  is  good  to  boil ! '  says  little  Susan,  almost 
springing  from  the  floor  as  she  speaks. 


OBJECT    LESSOXS.  127 


Primary  Use  of  Corn. 


"  '  And  it  is  for  squirrels  to  eat,'  says  little  Sam- 
uel. '  I  saw  one  carry  away  a  whole  mouthful 
yesterday  from  the  cornfield.' 

"  Others  still  mention  other  uses,  which  they  have 
observed.  They  mention  other  animals  which  feed 
upon  it,  or  other  modes  of  cooking  it.  The  older 
pupils  begin  to  be  interested,  and  they  add  to  the 
list  of  uses  named.  Perhaps,  however,  none  will 
name  the  one  the  teacher  has  in  his  own  mind ;  he 
should  cordially  welcome  the  answer,  if  perchance 
it  is  given ;  if  none  should  give  it,  he  may  do  as  he 
thinks  best  about  giving  it  himself  on  this  occasion. 
Perhaps,  if  there  is  time,  he  may  do  so,  —  after  the 
following  manner. 

"  '  I  have  told  you  that  the  answer  I  was  seeking 
was  a  very  simple  one  ;  it  is  something  you  have  all 
observed,  and  you  may  be  a  little  disappointed  when 
I  tell  you.  The  use  I  have  been  thinking  of  for 
the  ear  of  corn  is  this,  —  It  is  to  plant.  It  is  for 
seed,  to  propagate  that  species  of  plant  called  corn.' 
Here  the  children  may  look  disappointed,  as  much 
as  to  say,  '  We  knew  that  before.' 

"  The  teacher  continues  :  '  And  this  is  a  very  im- 
portant use  for  the  corn ;  for  if  for  one  year  none 
should  be  planted,  and  all  the  ears  that  grew  the 
year  before  should  be  consumed,  we  should  have  no 
more  corn.  This,  then,  was  the  great  primary  de- 
sign of  the  corn  ;  the  other  uses  you  have  named 
were  merely  secondary.' ' 

I  will  now  close  with  a  list  of  objects  suitable  for 
lessons  of  this  kind. 


128 


THE    TEACHER  S    ASSISTANT. 


Objects  for 

Lessons. 

Glass. 
India-rubber. 

Vinegar. 
Biitter. 

Leather. 

Cheese. 

Sponge. 
Wool. 

Coffee. 
Tea. 

Wax. 

Hice. 

Whalebone. 
Bread. 

Paper. 
Cotton. 

Ivory. 
Chalk. 
A  pin. 
A  pencil. 
A  pen. 
A  chair. 

Flax. 
Hemp 
Silk. 
Table. 
Gold. 
Silver. 

A  stove. 
A  brick. 

Mercury. 
Lead. 

A  key. 
A  knife. 

Copper. 
Iron. 

A  piece  of  sugar. 
An  acorn. 

Tin. 
Lime. 

A  cork. 

Coal. 

A  piece  of  glue. 
A  stone. 

Granite. 

Salt. 

A  bclL 

Slate. 

A  wheel. 

Feather. 

Cinnamon. 

Coral. 

Nutmeg. 
Ginger. 
Cloves. 
Water. 

Gutta-percha. 
A  book. 
A  piece  of  fur. 
A  hat. 

Oil. 

A  door. 

OBJECT    LESSONS.  129 


Books  recommended. 


The  list  of  objects  might  be  greatly  extended,  but 
it  will  not  be  necessary.  Take  one  at  a  time,  and 
have  its  qualities,  uses,  color,  shape,  origin,  etc. 
carefully  considered.  Each  question  asked  will  be 
suggestive  of  another,  so  that  after  you  have  fairly 
commenced  you  will  find  no  difficulty,  and  I  am 
sure  you  will  be  satisfied  that  such  lessons  will  both 
please  and  benefit  your  pupils.  As  very  useful  aids 
in  lessons  of  this  kind,  I  will  name  two  small  works  : 
"  The  Treasury  of  Knowledge,"  by  Chambers,  and 
an  excellent  work  entitled  "  Common  Things,"  by 
Worthington  Hooker,  M.  D.  The  two  books  will 
cost  but  little,  and  will  be  worth  much. 

Your  sincere  friend, 

C. 


LETTER    XI. 

READING. 

MY  DEAR  FRIEND  :  — 

OP  all  the  branches  you  will  be  called  to  teach, 
none  will  be  more  important  than  that  of  reading. 
It  lies  at  the  very  foundation  of  all  learning,  and  all 
must  know  something  of  this  as  a  key  to  other 
branches.  All  who  enter  the  school-room,  —  from 
the  little  ones,  just  beginning  to  lisp  the  letters  of  the 
alphabet,  up  to  those  who  are  about  to  close  their 
school  days,  —  all  will  require  training  in  this  de- 
partment. How  small  the  number  of  those  who  can 
be  properly  called  accomplished  readers,  and  how 
large  the  number  who  read  quite  indifferently  or 
very  poorly !  One  who  can  read  a  piece  witli  ease 
and  right  effect  will  always  be  listened  to  with  in- 
terest and  delight,  while  one  who  reads  in  a  hesitat- 
ing, lifeless,  meaningless  style,  Avill  have  no  power 
over  his  hearers,  and  may  even  become  a  subject  of 
ridicule. 

As  a  general  tiling,  it  must  be  admitted  that  read- 
ing has  not  been  well  taught  in  our  schools.  It  has 
received  formal  attention  and' frequent  mattention. 


READING.  131 


The  Old  Plan. 


This  pemark  may  be  more  properly  true  of  schools 
as  they  were  a  score  of  years  ago,  than  of  those  of 
the  present  day ;  and  yet  it  is,  to  a  certain  extent, 
true  of  our  schools  as  a  whole,  even  now.  I  well 
recollect  when  it  was  customary  for  teachers  to  hear 
every  member  of  their  schools  read  ftnir  times  a  day, 
-  twice  in  the  forenoon,  and  twice  in  the  afternoon. 
This  was  the  established  law,  and  seemingly  as  un- 
alterably fixed  as  that  of  the  Medes  and  Persians. 
In  imagination  I  can  see  the  school-dame  of  my 
boyhood  days,  as  she  called  her  several  pupils  and 
classes.  First  came  the  little  alphabctarians,  one 
by  one,  to  whom,  in  regular  order,  the  whole  twenty- 
six  letters  were  administered  at  a  dose, — just  four 
times  daily ;  —  the  teacher  pointing  at  the  letter 
and  pronouncing  it,  and  the  pupil  repeating  it  after 
her,  —  the  only  variation  consisting  in  an  occasional 
snap  upon  the  ear  for  inattention.  For  days,  and 
weeks,  and  months,  —  perhaps  for  years,  —  was  this 
operation  continued  before  the  letters  were  fairly 
understood.  Then  came  the  little  boys  and  girls 
in  b-a,  ba,  b-e,  be,  b-i,  bi,  b-o,  bo,  b-u,  bu,  etc;.,  up 
through  baker  and  cider,  until  the  oldest  had  received 
their  turn.  If  the  performance  was  attended  to 
just  four  times  daily,  the  requirements  of  parents 
and  committees  were  met,  and  all  was  considered 
right.  But  so  far  as  real  benefit  was  concerned,  it 
\vouM  have  been  just  as  Avell  if  the  pupils  had  been 
called  upon  to  whistle  just  four  times  a  day,  —  twice 
in  the  forenoon,  and  twice  in  the  afternoon.  Really 
it  would  have  been  better  ;  for  if  they  had,  each  time, 


132  •  THE  TEACHER'S  ASSISTANT. 

Minding  the  Stops.  —  Anecdote. 

whistled  wrong,  it  would  have  done  no  harm.  But 
to  be  required  to  go  through  the  form  of  reading,  as 
it  was  done,  without  any  true  regard  to  emphasis, 
inflection,  punctuation,  or  sense,  was  only  making  a 
bad  matter  worse  at  every  repetition  that  was  made, 
as  bad  habits  were  only  confirmed  thereby.  The 
prominent  requirement  seemed  to  be  to  read  rapidly, 
—  and  this  was  essential,  in  order  that  the  regular 
"  round  "  might  be  accomplished.  The  whole  exer- 
cise was  a  formal,  unmeaning  affair ;  and  the  result 
a  monotonous,  blundering,  unmeaning  style  of  read- 
ing. We  were,  it  is  true,  commanded  to  "  mind  our 
stops,"  but  it  was  only  in  an  arbitrary  way,  which 
admitted  of  no  modification  on  account  of  the  sense. 
At  a  comma  we  were  to  stop  long  enough  to  count 
one  ;  at  a  semicolon  long  enough  to  count  two,  etc. 
The  following  anecdote  illustrates  in  an  amusing 
manner  the  absurdity  of  the  old  rule  for  "  minding 
the  stops." 

"  A  country  schoolmaster,  who  found  it  rather 
difficult  to  make  his  pupils  observe  the  difference  in 
reading  between  a  comma  and  a  full-point,  adopted 
a  plan  of  his  own,  which,  he  flattered  himself,  would 
make  them  proficients  in  the  art  of  punctuation ; 
thus,  in  reading,  when  they  came  to  a  comma,  they 
were  to  say  tick,  and  read  on  to  a  semicolon,  and 
say  tick,  tick,  to  a  colon,  and  say  tick,  tick,  tick, 
and  when  a  full-point,  tick,  tick,  tick,  tick.  Now, 
it  so  happened  that  the  worthy  Dominie  received 
notice  that  the  parish  minister  was  to  pay  a  visit  of 
examination  to  his  school ;  and,  as  he  was  desirous 


READING.  133 


Examination  Day.  —  Omitting  the  "  Ticks." 

that  his  pupils  should  show  to  the  best  advantage, 
lie  gave  them  an  extra  drill  the  day  before  the  ex- 
amination. '  Now,'  said  he,  addressing  his  pupils, 
'  when  you  read  before  the  minister  to-morrow,  you 
may  leave  out  the  ticks ,  though  you  must  think 
them  as  you  go  along,  for  the  sake  of  elocution.' 
So  far,  so  good.  Next  day  came,  and  with  it  the 
minister,  ushered  into  the  school-room  by  the  Dom- 
inie, who,  with  smiles  and  bows,  hoped  that  the 
training  of  the  scholars  would  meet  his  approval. 
Now  it  so  happened,  that  the  first  boy  called  up  by 
the  minister  had  been  absent  the  preceding  day, 
and,  in  the  hurry,  the  master  had  forgotten  to  give 
him  his  instructions  how  to  act.  The  minister 
asked  the  boy  to  read  a  chapter  in  the  Old  Testa- 
ment, which  he  pointed  out.  The  boy  .complied, 
and  in  his  best  accent  began  to  read :  '  And  the 
Lord  spake  unto  Mos6s,  saying  tick.  Speak  unto  the 
children  of  Israel,  saying  tick,  tick,  and  thus  shalt 
thou  say  unto  them,  tick,  tick,  tick,  tick.'  This 
unfortunate  ^  sally,  in  his  own  style,  acted  like  a 
shower-bath  on  the  poor  Dominic,  whilst  the  minis- 
ter and  his  friends  almost  died  of  laughter." 

It  is  not  my  intention  to  give  you  any  specific 
hints,  or  directions,  in  relation  to  the  elocutionary 
part  of  reading,  but  rather  to  otter  such  hints  as 
may  be  of  service  to  you  in  tbe  e very-day  work  of 
the  school-room.  I  must  leave  the  strictly  oratori- 
cal part,  and  take  up  reading  as  an  intellectual  ex- 
ercise, and,  if  possible,  offer  such  thoughts  and  sug- 
12 


134  THE    TEACHKU'S    ASSISTANT. 

Good  Reading.  —  \Vliat  is  it  ? 

gcstions  as  may  be  truly  practical.  "With  so  many 
under  your  training,  you  cannot  be  expected  to  go 
into  all  the  minutias  of  elocutionary  drilling.  Your 
aim  imist  be  to  teach  well  what  you  undertake  to 
teach.  If  you  cannot  hope  to  make  all  your  pupils 
accomplished  elocutionists,  you  may  hope  and  strive 
to  make  them  good  and  intelligent  readers.  Per- 
haps you  will  wish  to  know  what  I  consider  good 
reading.  I  call  that  good  reading  where  a  person 
reads  distinctly  and  clearly,  and  with  such  intona- 
tion and  emphasis  as  to  be  pleasant  to  the  hearer, 
and  in  such  manner  as  to  be  easily  heard  and  read- 
ily understood.  That  person  may  be  called  a  good 
reader  who  can,  from  the  columns  of  a  common 
newspaper,  read  the  several  items  and  articles  in  a 
clear  and .  intelligible  style,  without  seeming  effort 
on  his  part,  and  without  requiring  painfully  or  un- 
pleasantly close  attention  on  the  part  of.  the  hearer. 
You  have  some  among  your  pupils  who  arc  yet 
strangers  to  the  letters  of  the  alphabet.  The  old 
-method  of  teaching  it  was  a  tedious  one  both  for 
teachers  and  children.  Of  course  you  have  a  black- 
board in  your  school-room,  as  this  is  one  of  the 
really  essential  articles  for  every  school.  Call  your 
little  ones  in  front  of  the  blackboard.  If  possible 
let  each  be  furnished  with  a  slate.  Now  draw  upon 
the  blackboard  the  picture  of  some  animal  or  ob- 
ject,—  a  dog,  for  instance.  AVith  a  pointing-stick 
in  hand,  call  attention,  and  have  an  exercise  some- 
what as  follows  :  — 

Teacher.     "  What  animal  is  this  ?  " 


BEADING.  135 

An  Illustration. 

Children.     "  A  dog." 

Teacher.     "  Are  all  dogs  alike  ?  " 

Children.  "  No,  ma'am ;  some  are  small  and 
some  are  large." 

Teacher.     "  Are  they  alike  in  all  but  size  ?  " 

Children.  "  No,  ma'am ;  they  don't  have  the 
same  color." 

Teacher.     "  How  many  legs  has  -a  dog  ?  " 

Children.     "  Four." 

Teacher.     "  What  can  a  dog  do  ?  " 

Children.  "  He  can  run  fast,  and  he  can  catch 
squirrels." 

You  will  readily  see  that  these  questions  may  he 
continued  indefinitely.  They  will  tend  to  awaken 
thought  and  interest  in  the  little  ones.  After  you 
have  extended  the  questioning  sufficiently,  ask  them 
if  they  would  like  to  know  another  way  to  express 
the  animal  besides  by  a  picture.  They  will  all  be 
anxious  to  know.  Now  print  DOG  under  the  pic- 
ture on  the  board,  and  require  them  to  do  the  same 
on  their  slates.  Then  tell  them  the  name  of  each 
letter,  and  have  it  repeated  several  times.  After 
having  fixed  their  attention  for  a  minute,  make  D 
only  on  the  board,  and  ask  its  name,  and  so  with 
each  of  the  other  letters,  and  in  a  short  time  they 
will  be  able  to  give  their  names  readily.  It  will  be 
well  also,  at  the  right  time,  to  give  them  the  powers 
of  the  letters,  or  their  appropriate  sounds.  You 
will  readily  see,  that  some  object  of  interest  to  chil- 
dren mny  be  connected  with  these  early  lessons,  nnd 
that,  by  judicious  questioning,  they  may  be  trained 


136  THE  TEACHER'S  ASSISTANT. 

Teaching  the  Alphabet.  —  A  Specimen  Lesson. 

to  think  and  express  their  thoughts  at  the  same 
time  they  are  learning  their  letters. 

The  following  excellent  specimen  lesson  for  teach- 
ing the  alphabet  just  meets  my  attention.  It  is 
from  the  pen  of  a  distinguished  educator,*  and  will 
commend  itself  as  sensible  and  practical. 

TEACHING  THE  ALPHABET.  —  A  SPECIMEN  LESSON. 

Apparatus.  —  A  blackboard;  a  chart  of  easy 
words  of  one  syllable ;  an  alphabet  chart ;  a  set  of 
alphabet  cards,  with  a  grooved  stick,  called  spelling- 
stick,  in  which  the  cards  may  be  inserted  in  spelling 
words  ;  and  a  slate  and  pencil  for  each  child. 

Preliminary  Training.  —  Children  should  not 
be-  put  to  reading  immediately  upon  entering  school 
for  the  first  time. '  Judicious  preliminary  exercises 
will  render  subsequent  progress,  not  only  in  this, 
but  in  other  branches,  more  rapid  and  satisfactory. 
The  object  of  these  exercises  should  be  to  train  the 
ear  to  distinguish  sounds,  and  the  organs  of  speech 
to  utter  them  ;  to  form  habits  of  attention  and  of 
prompt  obedience  to  all  directions  ;  and  to  excite 
the  curiosity,  or  desire  to  learn  something.  Such 
being  the  objects,  the  judgment  of  the  teacher  must 
guide  in  the  selection  and  adaptation  of  the  exer- 
cises. 

Lesson.  —  The  proper  preparatory  training  hav- 
ing been  given,  the  teacher  will  select  a  single  letter 
to  begin  with ;  it  matters  little  which.  Suppose  it 

*  John  D.  Philbrick. 


READING.  137 


A  Slate  Exercise. 


to  be  a.     The  card  containing  it  is  placed  in  the 
spelling-stick,  in  view  of  all  the  class.  • 

Teacher.  "  You  see  this  letter.  Now  look  at 
me.  You  all  know  me  when  you  see  me.  Now  I 
wish  you  to  look  at  this  letter,  so  that  you  will  know 
it  whenever  you  see  it.  It  stands  for  a  sound. 
Listen,  and  hear  me  give  the  sound." 

Having  enunciated  the  sound  distinctly  several 
times,  taking  care  to  secure  the  attention  of  all,  the 
teacher  might  ask  if  any  one  has  ever  heard  the 
sound  before.  Some  may  remember  it,  "as  given 
among  the  elementary  sounds  of  the  language.  If 
so,  they  are  pleased  to  find  that  the  lesson  is  con- 
nected with  something  learned  before.  If  it  is  not 
recalled,  give  the  vowel-sounds  promiscuously,  re- 
questing all  to  put  up  hands  when  they  hear  it. 

Teacher.  "  Now  all  give  the  sound  after  me ; 
again  ;  again.  That  is  what  this  letter  says.  When 
you  read  it,  you  give  the  sound.  You  may  take 
your  slates,  and  see  if  you  can  make  one  like  it." 

Only  a  few,  perhaps,  will  try  at  first.  But  the 
teacher  passes  rapidly  around,  giving  a  glance  at 
slates,  bestowing  commendation  on  the  best  efforts. 

Teacher.  "  Erase  it.  See  me  make  it  on  the 
blackboard.  I  begin  here,  and  go  round  in  this 
way.  You  may  try  it  again  on  your  slates." 

The  slates  are  inspected  as  before ;  the  timid 
are  encouraged,  and  the  letter  written  for  them  on 
their  slates.  Then  the  drill  011  the  sound  is  re- 
peated, and  afterwards  individuals  called  up  to 
give  it. 

12* 


138  THE  TEACHER'S  ASSISTANT. 

A  Word  formed. 

If  this  is  found  to  be  enough  for  one  lesson, 
when  the  course  is  resumed,  the  exercises  on  a 
should  be  reviewed.  Tin  teacher  will  then  proceed 
with  another  letter  in  a  similar  manner,  taking  one 
that,  with  the  preceding,  will  make  a  duo-literal 
word.  Suppose  it  is  t.  The  letters  are  placed 
together. 

Teacher.  "  You  see  I  have  put  together  the 
two  letters  you  have  learned,  and  they  make  a  word  ; 
would  n't  you  like  to  read  the  word  ?  Hear  me  say 
the  sounds,  and  see  if  you  can  tell  what  the  word  is. 
I  will  give  them  slowly,  —  a ,  t.  Can  you  tell  the 
word  ? " 

After  several  repetitions,  perhaps  some  one  will 
combine  them  and  say,  "  at." 

Teacher.  "Yes,  at;  that  is  right.  Now  you 
have  read  a  word.  You  often  use  the  word.  I  am 
at  the  desk  ;  you  are  at  school.  Say,  '  We  are  at 
school.'  I  will  write  both  letters  on  the  board.  I 
begin  thus,  and  make  the  first ;  and  then  you  see 
how  I  make  the  other,  and  cross  it  thus.  You  may 
take  your  slates,  and  make  them." 

Now  the  reading  lesson  is  changed  for  writing 
or  printing.  This  having  been  pursued  long  enough, 
the  alphabet  chart  is  suspended  before  the  class, 
and  the  pupils  requested  to  see  if  they  can  find  the 
word.  The  first  who  raises  his  hand  is  allowed  to 
come  out  and  point  to  it. 

If  any  time  is  allowed  to  elapse  before  present- 
ing another  letter,  these  steps  should  bo  reviewed. 
The  next  letter  to  be  learned  should  be  one  which, 


READING. 


Further  Illustrations. 


with  at,  will  form  another  word.  Let  it  be  r.  The 
same  course  as  before  is  pursued.  First,  the  at- 
tention is  called  to  the  form.  Next,  the  sound  is 
learned.  Then,  it  is  written,  exercising  the  concep- 
tion and  imitation,  and  fixing  the  form  in  the  mem- 
ory. The  three  letters  are  then  placed  in  order,  to 
form  the  word  rat. 

Teacher.  "  You  see  the  three  letters  you  have 
learned.  They  make  another  word.  Hear  me  give 
the  sounds,  and  then  see  if  you  can  tell  the  word ; 
r-a-t.  You  may  give  the  sounds  after  me." 

If  this  process  is  well  managed,  some  one  will 
catch  the  word.  Now,  as  many  individuals  as  pos- 
sible should  be  called  upon  to  repeat  the  sounds, 
while  pointing  to  the  letters,  and  then  pronounce 
the  word.  It  is  then  written  as  before.  This  might 
be  followed  by  some  simple  story  read  or  related 
about  the  rat.  Then  the  pupils  might  be  asked  to 
tell  anything  they  know  of  the  rat.  The  same  pro- 
cess as  before  with  the  charts.  Keep  in  mind  the 
maxims,  —  one  short  step  at  a  time,  constant  re- 
views, vigorous  exercise  of  the  mind  during  the 
lesson. 

In  the  same  way  make  the  words,  bat,  cat,  fat, 
hat,  mat,  sat,  vat. 

The  letter  n  might  come  next.  This,  placed  after 
a,  will  give  the  word  an.  Then  m,  which  placed 
before  makes  man.  And  so  make  tan,  ran,  fan, 
pan,  can.  For  the  next  vowel,  take  i,  with  n  mak- 
ing in.  Then  as  before  form  pin,  bin,  din,  fin,  sin, 
win. 


140  THE  TEACHER'S  ASSISTANT. 

The  same  Plan  continued. 

Thus  proceeding,  go  through  the  first  reading 
chart,  —  always  using  every  word  learned  in  oral 
sentences,  and  training  the  class  to  make  them  for 
themselves. 


The  same  general  plan  may  be  continued  as  the 
.pupils  progress.  Suppose  you  have  a  class  reading 
in  short  and  simple  sentences ;  as,  The  dog"  ran 
after  the  fox.  Ask  them  questions  like  the  fol- 
lowing :  Why  did  the  dog  run  after  the  fox  ? 
Which  has  the  most  legs,  a  dog  or  a  fox  ?  Which 
do  you  think  can  run  the  fastest  ?  What  do  we  call 
all  animals  that  have  four  logs  ?  Which  do  you 
think  can  run  fastest,  a  man  or  a  dog  ?  For  what 
is  a  dog  useful  ?  How  many  kinds  of  dogs  do  you 
know  of?  You  say  one  kind  is  called  a  Newfound- 
land dog,  —  why  ?  Of  what  use  are  foxes  ?  Of 
what  use  are  dogs  ?  What  is  the  difference  between 
a  wild  animal  and  a  domestic  animal  ?  Which  is 
the  dog  ?  Which  the  fox  ?  etc. 

It  often  happens  that  children  acquire  drawling 
habits  and  unnatural  tones  in  reading.  Sec  to  it 
that  your  pupils  do  not  err  in  these  particulars. 
Bad  habits  of  pronunciation,  intonation,  or  enuncia- 
tion, formed  at  the  outset,  will,  if  indulged,  soon 
become  confirmed  and  disagreeable.  A  wrong  in- 
tonation or  inflection  may  sometimes  be  rectified  by 
requiring  the  pupil  to  close  his  book,  and  lo  repeat 
the  phrase  or  sentence  after  you,  being  careful  your- 
self to  give  a  natural  and  correct  expression  and 
tone.  After  he  has  done  this  three  or  four  times, 


READING.  141 

Make  Lessons  Interesting. 

let  him  open  his  book  and  read  the  same  again. 
If  the  first  trial  does  not  prove  effectual,  make 
another  attempt,  and  continue  until  the  error"  is 
fully  eradicated. 

I  would  urge  that  you  strive  to  make  every  exer- 
cise interesting  and  instructive.  This  you  may  do 
by  asking  numerous  questions.  See  to  it  that  every 
word  and  expression  is  comprehended  clearly.  It 
will  be  well  frequently  to  require  all  the  members 
of  the  class  to  read,  in  turn,  the  same  sentence, 
paragraph,  or  stanza,  making  the  performance  of 
each  a  subject  of  pleasant  criticism.  Your  own 
active  and  ready  mind  will  see  to  what  extent  this 
cour;  o  may  be  pursued,  and  its  advantages  will  be 
obvious  to  you.  Always  make  your  criticisms  in 
that  pleasant  spirit  which  will  not  discourage,  but 
rather  lure  them  to  renewed  and  more  careful  effort. 

The  hints  I  have  given  are  mainly  for  beginners. 
I  will  now  pass  to  offer  some  suggestions  in  refer- 
ence to  the  more  advanced  classes.  And  here  I 
may  advise,  that  you  take  special  care  to  cultivate 
a  correct  taste.  Unless  you  can  lead  your  pupils 
to  appreciate  the  difference  between  good  reading 
and  that  which  is  faulty,  they  will  not  be  apt  to 
make  improvement.  Make  them  understand  that 
the  mere  calling  of  words  does  no  more  to  constitute 
correct  reading,  than  the  mere  daubing  a  canvas 
with  paint  constitutes  a  finished  and  lifelike  pic- 
ture. What  the  variations  and  shades  arc  to  the 
true  beauty  of  the  picture,  such  are  inflections,  em- 
phasis, accent,  etc.  to  good  reading ;  and  it  would 


142  THE  TEACHER'S  ASSISTANT. 

Cultivate  a  Correct  Taste. 

be  just  as  sensible  to  hope  to  represent  a  beautiful 
landscape  by  a  single  color,  uniformly  applied,  as  to 
produce  good  reading  with  a  monotonous,  unchan- 
ging tone  of  voice.  It  will  be  well  for  you,  occa- 
sionally, to  read  a  stanza  or  sentence  in  different 
styles,  —  each,  perhaps,  exemplifying  some  common 
error,  —  and  call  upon  your  pupils  to  designate  such 
faults  as  they  may  notice.  If  you  can  only  succeed 
in  arousing  a  critical  spirit,  and  leading  them  to 
discriminate,  the  remainder  of  the  work  will  bo 
comparatively  trifling. 

If  a  pupil  reads  too  rapidly,  too  low,  too  indis- 
tinctly, too  monotonously,  or  in  any  way  faulty, 
call  upon  others  in  the  class  to  read  the  same  pas- 
sage, and  read  it  yourself,  —  and  again  call  upon 
the  first  one  to  make  another  attempt.  It  is  not 
enough  to  say  to  a  pupil,  "  You  read  too  fast,  or  too 
low,  or  gave  the  wrong  emphasis."  If  there  was 
some  prominent  defect,  not  only  cause  it  to  be  seen, 
but  corrected.  Object  not  that  it  requires  time. 
It  will  require  more  time,  if  you  let  these  habits  be- 
come confirmed.  It  is  not  how  much  nor  how  often 
your  pupils  read,  but  hoiv  they  read,  that  is  most 
important.  It  is  better  that  they  read  once  a  week 
carefully  and  properly,  than  to  read  ten  times  a  day 
in  a  heedless  and  improper  manner.  Every  repeti- 
tion of  a  bad  habit  or  act  only  renders  it  the  more 
difficult  of  correction.  Just  remember  this  in  all 
your  teaching. 

I  have  before  suggested  the  importance  of  making 
every  reading  exercise  a  subject  for  questioning  and 


READING.  143 


The  Wreck  of  the  Arctic. 


criticising.  Some  teachers  will  make  a  single  para- 
graph suggestive  of  numerous  useful  questions,  and 
of  much  valuable  information.  It  will  be  well,  so 
far  as  possible,  to  have  your  pupils  give  a  sketch  of 
the  author  of  the  piece  they  are  about  to  read,  and 
an  account  of  the  circumstances  under  which  it  was 
written.  This  will  tend  to  bring  the  subject  home 
to  their  hearts,  and,  as  it  were,  make  the  piece 
their  own.  This  is  essential.  Take,  for  example, 
the  following  beautiful  and  expressive  extract  from 
"  The  Wreck  of  the  Arctic,"  written  by  Rev.  H. 
Ward  Beecher,  and  see  how  many  pertinent  ques- 
tions may  be  raised  in  reference  to  it. 

"  It  was  autumn.  Hundreds  had  wended  their 
way  from  pilgrimages  ;  from  Home  and  its  treasures 
of  dead  art,  and  its  glory  of  living  nature  ;  from  the 
sides  of  the  Switzer's  mountains,  from  the  capitals 
of  various  nations  ;  all  of  them  saying  in  their  hearts, 
'  We  will  wait  for  the  September  gales  to  have  clone 
with  their  equinoctial  fury,  and  then  we  will  em- 
bark ;  we  will  slide  across  the  appeased  ocean,  and 
in  the  gorgeous  month  of  October  we  will  greet  our 
longed-for  native  laud,  and  our  heart-loved  homes.' 

"  And  so  the  throng  streamed  along  from  Berlin, 
from  Paris,  from  the  Orient,  converging  upon  Lon- 
don, still  hastening  toward  the  welcome  ship,  and 
narrowing  every  day  the  circle  of  engagements  and 
preparations.  They  crowded  aboard.  Xever  had 
the  Arctic  borne  such  a  host  of  passengers,  nor  pas- 
sengers so  nearly  related  to  so  many  of  us. 

"  The  hour  was  come.     The    signal  ball   fell  at 


144  THE  TEACHER'S  ASSISTANT. 

Questions  on  the  Exercise. 

Greenwich.  It  was  noon  also  at  Liverpool.  The 
anchors  were  weighed ;  the  great  hull  swayed  to 
the  current ;  the  national  colors  streamed  abroad, 
as  if  themselves  instinct  with  life  and  national  sym- 
pathy. The  bell  strikes ;  the  wheels  revolve ;  the 
signal-gun  beats  its  echoes  in  upon  every  structure 
along  the  shore,  and  the  Arctic  glides  joyfully  forth 
from  the  Mersey,  and  turns  her  prow  to  the  winding 
channel,  and  begins  her  homeward  run.  The  pilot 
stood  at  the  wheel,  and  men  saw  him.  Death  sat 
upon  the  prow,  and  no  eye  beheld  him." 

How  much  of  interest  and  profit  may  be  obtained 
from  the  few  lines  above  quoted,  by  asking  the  fol- 
lowing questions,  and  others  that  may  be  suggested 
by  them :  — 

What  do  you  know  of  the  author  of  this  piece  ? 
What  was  the  Arctic  ?  Where  was  she  ?  Whither 
was  she  bound  ?  What  is  the  meaning  of  "  wended  "  ? 
of  "  pilgrimage  "  ?  Where  is  Rome  ?  What  is  meant 
by  "  the  treasures  of  dead  art  "  ?  Where  does  the 
Switzcr  live  ?  What  are  his  mountains  called  ? 
What  is  meant  by  "  September  gales  "  ?  by  "  equi- 
noctial "  ?  What  is  meant  by  "  we  will  slide  over  the 
ocean  "  ?  Meaning  of  "  appeased  "  ?  What  is  meant 
by  the  "  appeased  ocean  "  ?  Meaning  of  "  gor- 
geous "  ?  Why  is  October  called  a  gorgeous  month  ? 
Can  you  give  some  other  sentence  containing  the 
word  "gorgeous"?  Where  is  Berlin?  Paris.? 
London  ?  The  Orient  ?  Meaning  of  "  converging  "  ? 
Why  spoken  of  as  "  welcome  ship  "  ?  "  The  hour 
was  come,"  •- what  hour?  Where  is  Greenwich? 


READING.  145 

Another  Illustration. 

What  is  meant  by  the  expression,  "  the  signal-ball 
fell  at  Greenwich  "  ?  "Where  is  Liverpool  ?  What 
would  be  the  course  of  a  vessel  from  New  York 
to  Liverpool  ?  What  is  meant  by  the  expression, 
"  the  anchors  were  weighed  "  ?  What  is  meant  by 
"  national  colors  "  ?  What  and  where  is  the  Mersey  ? 
Why  the  expression  "  the  Arctic  glides  joyfully  "  ? 
What  is  the  meaning  of  "  prow "  ?  Who  is  the 
pilot,  or  what  are  his  duties  ?  What  is  meant  by 
"  Death  sat  upon  the  prow  "  ?  etc. 

The  same  plan  is  recommended  in  the  following 
extract  from  a  well-prepared  article  in  The  Mas- 
sachusetts Teacher. 

"  Imagine  a  class  of  "sixteen  or  eighteen  girls, 
ready  to  begin  their  recitation,  their  reading-books 
open  at  a  description  of  the  river  Xile.  One  of 
them  reads  as  follows  :  — 

"  '  For  many  an  hour  have  I  stood  upon  the  city- 
crowning  citadel  of  Cairo,  and  gazed  unweariedly 
upon  the  scene  of  matchless  beauty  and  wonder  that 
lay  stretched  beneath  my  view,  —  cities  and  ruins 
of  cities,  palm-forests  and  green  savannas,  gardens, 
and  palaces,  and  groves  of  olive.  On  one  side,  the 
boundless  desert  with  its  pyramids  ;  on  the  other,  the 
land  of  Goshen,  with  its  luxuriant  plains,  stretching 
far  away  to  the  horizon.  Yet  this  is  an  exotic 
country.  That  river  winding  through  its  paradise, 
has  brought  it  from  far  regions,  unknown  to  man. 
That  strange  and  richly  varied  panorama  has  had  a 
long  voyage  of  it !  Those  quiet  plains  have  turn- 
bled  down  the  cataracts :  those  demure  gardens 

13 


146  THE  TEACHER'S  ASSISTANT. 

Subject  continued. 

have  flirted  with  the  Isle  of  Flowers,  five  hundred 
miles  away ;  and  those  very  pyramids  have  floated 
down  the  waves  of  the  Nile.  In  short,  to  speak 
chemically,  that  river  is  a  solution  of  Ethiopia's 
richest  regions,  and  that  vast  country  is  merely  a 
precipitate.' 

"  After  analyzing  the  sentences  and  defining  the 
more  important  words,  various  questions  are  asked. 
For  example :  Give  some  account  of  Cairo.  What 
is  a  pyramid?  Describe  the  Egyptian  pyramids. 
What  do  you  know  of  the  land  of  Goshen  ?  What 
is  an  exotic,  and  what  is  meant  by  an  exotic  land  ? 
In  what  form  did  those  plains  come  down  the  cata- 
racts ?  Give  us  some  account  of  the  Cataracts  of 
the  Nile.  How  were  those  vast  pyramids  floated 
down  the  river  ?  '  In  short,  to  speak  chemically, 
that  river  is  a  solution  of  Ethiopia's  richest  regions, 
and  that  vast  country  is  merely  a  precipitate.'  Ex- 
plain this  sentence.  What  is  it  to  speak  chemically  ? 
What  is  a  solution  and  a  precipitate  ?  Why  is  it 
correct  to  use  such  terms  here  ? 

"  Another  paragraph  describes  the  annual  inun- 
dation of  the  Nile  :  — 

" '  The  stream  is  economized  within  its  channel 
until  it  reaches  Egypt,  when  it  spreads  abroad  over 
the  vast  valley.  Then  it  is  that  the  country  pre- 
sents the  most  striking  of  its  Protean  aspects  ;  it  be- 
comes an  archipelago,  studded  with  green  islands, 
and  bounded  only  by  the  Libyan  Hills  and  the  pur- 
ple range  of  the  Mokattan  Mountains.  Every  island 
is  covered  with  a  village  or  an  antique  temple,  and 


READING.  147 

Another  Example. 


shadowy  with  ya\m-trees,  or  acacia  groves.  Every 
city  becomes  a  Venice,  and  the  bazaars  display 
their  richest  and  gayest  cloths  and  tapestries  to  the 
illuminations  that  are  reflected  from  the  streaming 
streets.' 

"  Many  interesting  questions  are  here  suggested. 
What  are  Protean  aspects,  and  why  so  called  ? 
Where  are  the  Libyan  Hills  and  the  Mokattan 
Mountains  ?  Describe  an  Arab  Adllagc,  —  an  an- 
cient Egyptian  temple,  —  a  palm-tree,  —  an  acacia. 
Give  some  account  of  Venice.  How  does  every  city 
become  a  Venice  ?  What  is  a  bazaar  ? 

"  We  followed  the  study  of '  The  Nile  '  with  that 
of  the  poetical  '  Address  to  the  Mummy  i:i  Bclzoni's 
Exhibition.'  The  manner  of  treating  the  first  stanza 
will  show  the  way  in  which  the  whole  was  studied. 

'  And  tliou  hast  walked  about  —  how  strange  a  story  !  — 
In  Thebes'  streets,  three  thousand  years  ago  ; 

When  the  Memnonium  was  in  all  its  glory, 
And  time  lir.d  not  begun  to  overthrow 

Those  temples,  palaces,  and  piles  stupendous, 

Of  which  the  very  ruins  arc  tremendous.' 

"  The  class  are  asked  if  they  know  anything  of 
the  author  of  these  lines,  and  of  the  traveller  Bet- 
zoni ;  and  having  stated  such  facts  as  they  have 
been  able  to  procure  respecting  them,  one  is  called 
upon  to  explain  the  first  words  of  the  poem. 

"  '  And  tbou  hast  walked  about.'  The  writer 
speaks  as  if  the  mummy  were  actually  before  him, 
while  writing.  Do  you  think  that  this  was  the 
case  ?  Lucy  may  answer. 


118  THE  TEACHER'S  ASSISTANT. 

Answers  given. 

" '  I  suppose  that  ho  wrote  the  poem  after  return- 
ing from  a  visit  to  the  exhibition,  but  remembered 
so  perfectly  how  it  looked,  that  he  seemed  still  to 
be  where  he  could  see  it.' 

"  Has  any  one  a  different  opinion  ?  Maria,  you 
may  give  yours. 

" '  I  think  that  he  might  have  composed  a  part, 
at  least,  of  the  poem  while  at  the  exhibition,  and 
then  have  written  it  after  returning  home.' 

"  '  How  strange  a  story  ! '  Harriet  may  tell  why 
it  was  strange. 

"  '  Bodies  usually  decay  in  a  short  time,  but  this 
body  had  lasted  thousands  of  years,  owing  to  its 
having  been  embalmed.  It  seemed  very  strange  to 
look  at  it,  and  remember  that  so  many  years  had 
passed  away  since  it  was  alive,  and  yet  it  looked  as 
it  did  when  it  used  to  walk  through  the>  streets  of 
Thebes.' 

'"  Alice,  you  may  give  some  account  of  Thebes. 

'• '  Thebes  was  anciently  the  capital  of  Egypt. 
It  is  not  known  when  it  was  founded,  but  the  time 
of  its  greatest  prosperity  was,  probably,  when  David 
and  Solomon  reigned  in  Judaea.  Its  ruins  are  won- 
derful. They  extend  seven  or  eight  miles  on  both 
sides  of  the  Nile,  from  each  bank  to  the  enclosing 
mountains.  The  most  remarkable  are  the  temple 
of  Karnac,  the  palace  of  Luxor,  and  the  Memno- 
nium.  The  mountains  are  pierced  with  tombs, 
many  of  which  are  richly  adorned  with  paintings 
and  sculptures." 

"  The  Memnonium  is  mentioned  in  the  next  line. 
Helen  may  tell  us  what  she  knows  about  it. 


READING.  149 


The  Memnonium  explained. 


" '  The  Memnonium  was  the  temple-palace  of 
Ramcscs  the  Great.  Its  ruins  show  that  it  must 
have  been  a  most  beautiful  specimen  of  architecture. 
There  is  in  its  grand  hall  a  double  row  of  pillars, 
crowned  with  capitals  resembling  the  bell-shaped 
lotus-flowers.  These  are  very  large  and  of  a  solid 
stone,  but  the  light  and  graceful  shape  of  the  flower 
is  perfectly  imitated.  In  the  outer  court,  the  frag- 
ments of  an  immense  statue  lie  around  its  pedestal. 
Once  it  must  have  weighed  nearly  nine  hundred 
tons ;  and  the  head  was  so  large  that,  although 
several  mill-stones  have  been  cut  out  of  it,  its  size 
does  not  appear  to  have  been  lessened.' 

"  Emma  may  explain  the  next  three  lines. 

"  '  Time  is  here  compared  to  a  giant  of  such  im- 
mense strength  that  he  could  throw  down  the  mag- 
nificent palaces  and  temples  that  had  been  built  with 
so  much  labor.  But  when  the  mummy  was  a  living 
man,  they  were  in  all  their  splendor :  Time  had 
not  even  begun  to  destroy  them.' 

"  It  is  proper  for  me  to  say,  as  I  conclude,  that  I 
have  no  desire  that  such  a  study  of  reading-lessons 
should  take  the  place  of  practice  in  elocution.  I 
am  aware  that  some  time  must  bo  given  to  this 
alone  ;  but  the  frequent  or  occasional  study  of 
reading-lessons  in  this  manner  will,  I  think,  be  at- 
tended with  two  advantages.  Our  pupils  will  read 
them  far  better,  for  they  will  have  a  more  genial 
sympathy  with  the  writer,  and  a  more  intelligent 
perception  of -his  meaning.  At  the  same  time,  they 
will  form  a  habit  which  will  bo  of  indescribable  bon- 

13* 


150  THE  TEACHER'S  ASSISTANT. 

Emphasis. 

cfit  to  them  in  after  life,  —  the  habit  of  comparing 
different  views  and  statements,  of  trying  an  author 
by  the  great,  eternal  standard  of  Truth,  and  of 
earnestly  questioning' the  Past,  the  Present,  and  the 
Future." 

Sometimes  these  questions  may  be  asked  before 
the  reading,  and  sometimes  after.  This  may  depend 
upon  circumstances.  The  answering  of  the  ques- 
tions will  prove  very  serviceable,  by  unfolding  tho 
sense  of  the  piece,  and  thus  enabling  one  to  read  it 
more  undcrstandingly.  It  will  be  well  if  you  will 
often  give  illustrations  of  reading.  This  you  may 
do  for  the  purpose  of  exemplifying  prominent  errors 
and  faults,  and  also  for  giving  specimens  of  correct 
style.  The  importance  of  emphasis  may  be  clearly 
manifested  by  a  few  illustrations,  by  which  the 
entire  force,  if  not  meaning,  may  be  affected  by 
changing  the  emphasis.  Let  us  take  one  or  two  ex- 
amples. The  oft-used  line,  "  Do  you  ride  to  town 
to-day  ? "  is  a  very  good  one.  Write  it  upon  the 
blackboard  in  the  following  different  ways  :  — 

Do  you  ride  to  town  to-day  ? 

Do  you  ride  to  town  to-day  ? 

Do  you  ride  to  town  to-day? 

Do  you  ride  to  town  to-day  ? 

This  will  give  an  idea  of  the  variations  that  may 
Vie  made  merely  by  change  of  the  emphasis.  The 
following  amusing,  and  perhaps  I  may  say  ex- 
treme cases,  Avill  sho\v  what  a  ridiculous  import 
wrong  emphasis  sometimes  gives  to  an  otherwise 
expressive  sentence. 


READING.  151 

Examples  to  illustrate  Emphasis. 

"  Do  you  imagine  me  to  be  a  scoundrel,  Sir  ?  " 
demanded  one  man  indignantly  of  another.  "  No," 
was  the  reply,  "  I  do  not  imagine  you  to  be  one." 

A  careless  reader  once  gave  this  passage  from 
the  Bible,  with  the  following  emphasis  and  pauses : 
"  And  the  old  man  said  unto  his  sons,  Saddle  me, 
the  ass  ;  and  they  saddled  him." 

A  clergyman  once  told  his  congregation  that  they 
"  had  not  followed  a  cunningly  devised  fable."  The 
natural  inference  from  his  remark  would  be  that  he 
did  not  deny  the  fable,  but  only  that  it  was  not  a 
cunning'  fable. 

"  Another  clergyman,  noted  for  reading  hymns 
with  an  abrupt  emphasis,  once  uttered  the  word 
bears  in  the  following  lines  so  that  it  seemed  to  his 
congregation  a  noun  instead  of  a  verb  : 

"  He  takes  young  children  in  his  arms, 
And  in  his  bosom  bears  —  " 

I  might  say  much  more  on  the  subject  of  reading, 
but  it  may  not  be  necessary.  If  you  carefully  re- 
gard the  hints  already  given,  you  will  do  much  bet- 
ter than  the  majority  of  teachers  who  have  preceded 
you.  Hoping  that  you  will  not  only  regard  these, 
but  that  you  will,  also,  aim  to  devise  new  plans  for 
securing  the  improvement  of  your  pupils  in  the 
highly  useful  and  pleasing  art  of  reading,  I  am,  as 
ever, 

Your  friend, 

C. 


LETTER    XII. 

SPELLING. 

MY  DEAR  FRIEND:  — 

THOUGH  the  number  of  spelling-books  has  greatly 
increased  during  the  last  few  years,  it  is  still  true 
that  poor  spellers  do  greatly  abound.  I  have  re- 
cently seen  a  few  cases  of  false  orthography,  which 
I  will  give,  both  to  amuse  you  and  to  convince  you, 
if  need  be,  that  the  subject  of  spelling  calls  for 
attention.  The  specimens  I  give  are  only  a  few 
of  many.  A  bookseller  recently  received,  from  a 
person  occupying  a  teacher's  desk,  the  following 
order : — 

"  Plese  sccnd  me 

4  secund  Readers 
4  primari  Readers 
and  2  sheats  of  stiffacets,"  • 
(meaning  Certificates.) 

Another  received  an  order  for  "  wun  sam  buk  " 
(meaning  one  Psalm-Book). 

A  gentleman  once  wrote  to  a  friend  in  India,  re- 
questing him  to  send  him  two  specimens  of  the 
genus  monkey.  By  the  combination  of  indistinct 


SPF.LL1XG.  153 

Examples  of  Bad  Spelling. 


•writing  and  poor  spelling  the  request  seemed  to  be 
for  100  (too)  monkeys,  and  the  order  was  duly 
answered  according  to  this  understanding,  much  to 
the  amazement  of  the  gentleman,  whose  highest  am- 
bition was  to  become  the  owner  of  two  of  the  chat- 
tering quadrupeds. 

A  merchant  in  London  wrote  to  his  agent  in 
Scotland,  requesting  him  to  purchase  a  ton  of  cop- 
per, but  being  a  poor  speller,  as  well  as  writer,  he 
omitted  one  of  the  j^'s,  and  made  a  word  which 
seemed  more  like  capers  than  any  other  word.  So 
the  agent  understood  it,  and,  after  much  effort,  he 
succeeded  in  procuring  a  full  ton  of  capers,  and 
wrote  to  the  merchant,  saying  that  "  he  had  found  it 
very  difficult  to  obtain  the  required  amount,  but 
that  he  had  finally  filled  the  order,  and  the  capers 
were  subject  to  his  order."  The  merchant  was  not. 
a  little  surprised  and  mortified  that  so  queer  a  caper 
should  result  from  his  illegible  writing  and  poor 
spelling. 

Again  I  urge  you  to  give  prominence  to  spelling, 
and  I  hope  I  may  never  receive  a  letter  from  any 
pupil  of  yours  commencing,  as  a  letter  to  another 
did,  "  My  dear  Cur."  And  should  I  ever  have 
occasion  to  invite  any  of  them  to  make  me  a  visit, 
I  should  be  very  sorry  to  receive,  as  I  once  did,  an 
answer  thus :  "  It  will  afford  me  great  pleasure  to 
except  your  kind  invitation,"  etc. 

I  might  fill  a  volume  with  similar  specimens, 
were  it  necessary.  These  defects  are  not  charge- 
able to  you.  I  have  only  instanced  them  as  a  proof 


154  THE  TEACHER'S  ASSISTANT. 

Errors  in  Relation  to  Spelling. 

of  past  neglect  in  teaching.  I  trust  your  pupils 
will  ho  so  trained  and  instructed  that  they  will 
never  bo  guilty  of  adding  to  the  examples  I  have 
given.  After  speaking  of  two  or  three  of  the  causes 
of  poor  spelling,  I  will  give  you  a  few  hints  and 
methods  for  conducting  the  spelling  exercise.  It  is 
often  regarded  as  dull  and  uninteresting,  but,  by 
adopting  variety,  it  may  be  made  pleasant  and  prof- 
itable. 

One  cause  of  the  frequency  of  poor  spelling  niny  bo 
found,  in  the  neglect  with  which  the  spelling  lesson 
is  treated  in  school.  It  is  often  crowded  into  a  feAV 
minutes,  and  passed  over  in  a  very  hurried  and  im- 
perfect manner,  and  if  any  exercise  must  be  omitted, 
the  spelling  lesson  is  the  neglected  one.  Another 
cause  may  be  found  in  a  feeling,  not  very  uncom- 
mon, that  spelling  is  undeserving  the  attention  of 
any  but  very  young  pupils.  Many  feel  as  the  young 
man  did,  who,  on  commencing  a  course  at  an  acad- 
emy, demurred  at  the  idea  of  joining  the  spelling 
class,  notwithstanding  lie  was  a  very  poor  speller. 
On  being  informed  that  all  the  pupils  were  required 
lojoiu  in  the  exercise,  he  very  condescendingly  con- 
sented to  do  so,  provided  Hie  words  should  be  taken 
from  Webster's  Unabridged  Dictionary,  — feeling 
that  it  would  be  quite  derogatory  if  they  should  bo 
selected  from  any  spelling  or  rending  book.  Tbeso 
;u:d  some  otlic-r  erroneous  notions  must  bo  eradi- 
cated. From  the  beginning,  let  your  pupils  see  that, 
the  spelling  lesson  will  always  receive  its  due  sbare 
of  allention,  and  at  its  due  time,  and  ;il:o  cause 


SPELLING.  155 

Pronounce  properly. — No  Guessing. 

them  to  feel  that  the  only  thing  really  derogatory  is 
the  inability  to  spell  correctly.  But  I  will  proceed 
to  describe  a  few  methods  for  conducting  the  exer- 
cise,—  both  in  the  oral  and  written  exercises, — 
for  the  latter  of  which  I  give  a  decided  preference. 
I  would,  however,  recommend  a  union  of  the  two. 
But,  first,  I  will  allude  to  two  very  common  errors. 

One  is  that  of  giving  out  the  words  with  an  im- 
proper pronunciation,  or  an  undue  emphasis  on  a 
particular  syllable  or  vowel ;  as,  in-tl-mate,  in-hab-i- 
tant,  im-me-dl-atc-ly,  sep-a-rate,  sim-I-lar-i-ty,  op-e- 
ra-tion,  etc.  The  only  correct  way  is  to  pronounce 
a  word  precisely  as  it  would  be  spoken  by  a  good 
speaker ;  giving  no  undue  emphasis  to  any  letter 
or  syllable ;  and,  if  distinctly  pronounced  once,  it 
should  suffice. 

The  other  error  to  which  I  allude  is  that  of  al- 
lowing pupils  to  try  more  than  once  on  a  word  in 
oral  spelling.  This  is  wrong,  and  I  trust  you  will 
guard  against  it.  One  trial  is  sufficient,  and  all  be- 
yond is  mere  guessing.  If  pupils  feel  that  they 
may  make  two  or  three  attempts  to  spell  a  word, 
they  will  never  become  accurate  spellers. 

Home  are  strong  advocates  for  the  use  of  the 
spelling-book,  while  others  entirely  discard  its  use. 
My  own  impression  is  that  it  nny  be  used  to  a  cer- 
tain extent ;  but  if  you  would  make  a  spelling  lesson 
truly  interesting  and  profitable,  you  must  draw  ex- 
ercises fronL.every  proper  source.  It  is  an  excellent 
plan  to  devote  some  time  d;i;ly  —  a  fj\v  minutes  will 
suffice  —  to  spelling  the  names  of  familiar  objects. 


156  THE  TEACHER'S  ASSISTANT. 

A  Spelling  Lesson. 

Ask  your  pupils  to  give  you  the  names  of  all  the 
objects  they  saw  on  the  way  to  school,  and  as  they 
repeat,  write  the  words  legibly  upon  the  blackboard, 
and  say  to  them  that  the  list  thus  written  will  con- 
stitute the  next  spelling  lesson.  Let  us  suppose  the 
following  to  be  a  list  of  the  words  given  by  your 
pupils,  as  names  of  objects  they  have  seen  on  the 
way  to  school :  — 

horse  collar  barrel 

wagon  wheel  teamster 

harness  carriage  mail-coach 

bridle  whip  trunk 

saddle  axletree  box. 

Now,  that  you  may  call  particular  attention  to  these 
words,  spend  five  minutes  in  making  some  of  them 
subjects  for  object  lessons,  somewhat  as  follows  :*  — 

Teacher.     "  What  is  the  meaning  of  harness  ?  " 

Pupil.  "  It  is  something  put  on  horses  for  them 
to  draw  by." 

Teacher.     "  Of  what  is  it  made  ?  " 

Pupil.  "  Of  leather."  (Here  you  may  expand 
tho  subject  by  asking  what  leather  is,  how  made, 
and  why  better  for  making  harnesses  than  rope  or 
other  materials,  etc.) 

Teacher.  "Of  how  many  principal  parts  does  a 
harness  consist  ?  " 

*  In  asking  questions  in  this  way,  I  would  not  often  allow  con- 
cert answers.  Require  all  who  feel  prepared  to  answer  to  raise  tho 
hand,  and  then  designate  some  one  to  give  his  answer,  after  which 
others  who  have  a  different  definition  may  be  called  upon. 


SPELLING.  157 


Further  Examples. 


Pupil.  "Four,  —  collar,  hames,  saddle,  and  bri- 
dle." 

Teacher.  "  What  is  sometimes  used  instead  of  a 
collar?" 

Pupil.     "Breastplate." 

You  will  readily  see  that  such  an  exercise  may 
be  extended  .almost  indefinitely,  and  be  made  inter- 
esting and  profitable.  If  desirable  to  add  to  the 
number  of  words,  given  in  the  columns  above,  the 
italicized  words  will  be  very  good  ones.  The  word 
wheel  may  be  taken,  and  used  somewhat  as  fol- 
lows :  — 

Teacher.     "  What  is  a  wheel  ?  " 

Pupil.     "  A  round  frame  which  turns  round." 

Teacher.     "  On  what  does  it  turn  ?  " 

Pupils.  "  On  its  axis  ;  we  say  a  wagon-wheel 
turns  on  an  axletree." 

Teacher.  "Yes,  —  but  not  exletreQ,  as  some 
say.  Can  you  name  the  parts  of  a  wheel  ?  " 

Pupil.  "Hub  or  nave,  felloe  or  felly,  spokes, 
tire." 

Hero  you  may  call  for  a  description  of  each,  and 
explain  the  process  of  setting  tire,  etc.  You  may, 
also,  question  them  011  the  different  kinds  of  wheels 
which  they  have  seen  or  heard  of,  etc. 

The  word  mail-coach  may  be  taken  and  explained. 
So  too  box,  wagon,  barrel,  axletree,  may,  each,  be 
made  a  topic  for  a  lesson.  For  variety's  sake,  as 
well  as  for  profit,  suppose  you  call  upon  your  pupils 
to  name  sentences  containing  the  word  box.  The 
following  may  be  the  examples  given  :  — 

14 


158 


THE  TEACHER'S  ASSISTANT. 


A  List  of  Words. 


The  driver  sat  upon  the  box  of  the  coach. 

The  garden  walk  had  a  border  of  box. 

John  kept  his  money  in  a  box. 

The  boy  received  a  box  on  the  ear. 

Sailors  can  box  the  compass. 

This  will  be  sufficient  to  explain  my  meaning. 
Your  active  mind  will  readily  expand  the  exercise, 
and  make  it  highly  interesting  and  instructive. 
Such  questions  in  connection  with  the  spelling  les- 
son will  do  much  to  give  it  life  and  meaning ;  and 
Avith  such  exercises,  well  devised  and  continued, 
pupils  will  become  good  spellers,  though  they  may 
never  study  the  spelling-book  for  an  hour.  The 
Avords  thus  selected  can  be  left  upon  the  blackboard 
until  within  a  few  minutes  of  the  time  for  spelling 
them. 

At  another  time  you  may  collect  a  list  of  words 
from  the  school-room,  as  follows  :  — 


book 
library 
arithmetic 
geography 
grammar 
dictionary 
slate 
pencil 

inkstand 
desk 
platform 
blackboard 
crayon 
shelf 
chair 
algebra 

philosophy 
astronomy 
physiology 
botany 
aisle 
ventilator 
furnace 
recitation 

penmanship 
composition 
declamation 
orthography 
discipline 
paper 
scholar 
teacher. 

The  names  of  objects  which  pupils  may  sec  at, 
their  respective  homes,  may  constitute  a  list  suffi- 
ciently long  for  two  or  three  lessons,  and  include 
such  articles  as  may  be  found  in  nearly  every  house. 


SPELLING.  159 


The  Parts  of  a  Book. 


These  names  will  be  the  very  words  all  should 
know  how  to  spell,  and  yet  such  as  are  very  fre- 
quently misspelled.  •  The  articles  kept  for  sale,  in 
different  kinds  of  stores,  would  also  form  a  very 
appropriate  and  long  list.  The  names  of  the  va- 
rious trees  to  he  found  in  the  gardens,  fields,  and 
forests,  and  the  names  of  flowers,  would,  also,  be 
fruitful  sources  from  which  to  draw  many  useful 
spelling  and  object  lessons. 

Make  a  drawing  of  some  familiar  object  upon  the 
blackboard,  as  the  basis  of  a  spelling  lesson.  For 
example,  the  picture  of  a  book.  Call  upon  your 
pupils  to  name  the  different  parts  of  the  book,  and 
you  will  get  something  like  the  following :  — 

outside  preface  contents 

inside  title-page  letters 

binding  running-title  words 

leaves  folio  sentences 

edges  quarto  (4to)  paragraphs 

margin  octavo  (8vo)  printing 

page  duodecimo  (12mo)      stereotyping. 

Let  us  suppose  you  call  upon  your  pupils  to  give 
the  names  of  the  different  trees  they  have  seen,  and 
the  following  are  given  and  written  upon  the  black- 
board: oak,  walnut,  dm,  chestnut,  hemlock,  birch, 
cedar,  pine,  spruce,,  maple,  beech,  locust,  ash,  sifca- 
more,  poplar,  willow,  cypress,  fir,  larch,  apple,  pear, 
plum,  peach,  cherry,  mulbcrru,  apricot.  After 
these  are  distinctly  written,  ask  questions  like  the 
following  :  — 


1GO  THE  TEACHER'S  ASSISTANT. 

Parts  of  a  House.  „ 

Which  of  the  trees  named  are  fruit-bearing  ? 
Which  produce  nuts  ?  For  what  purposes  is  the 
oak  valuable  ?  How  many  kinds  of  oak,  and  what 
called  ?  For  what  is  the  walnut  valuable  ?  Which 
of  the  trees  named  are  most  prized  as  ornamental 
trees  ? 

After  calling  for  the  uses  and  properties  of  the 
different  trees,  let  the  names  be  studied  for  a  future 
spelling  lesson.  The  same  course  may  be  pursued 
in  regard  to  flowers,  shrubs,  vegetables,  etc. 

At  another  time,  you  may  make  a  plain  drawing 
of  a  house. 

Teacher.  "  Can  you  tell  me  the  names  of  some 
of  the  parts  of  a  house  ?  " 

Pupil.  "Roof,  caves,  ridg-cpolc,  cornice,  doors, 
windows,  chimney,  rafters,  sill,  sash,  parlor,  kitchen, 
pantry,  cupboard,  closet,  sitting-room,  chamber, 
garret,  cellar,  stairs,  hall  or  entry,  piazza." 

Teacher.  "  Can  you  name  some  of  the  mate- 
rials used  in  building  houses  ?  " 

Pupil.  "  Timber,  joist,  boards,  laths,  nails, 
I  line,  brick,  clapboards,  shingles,  g-lass,  paint, 
screws,  hinges,  stone,  zinc,  etc." 

The  particular  use  of  each  of  these  objects  or 
materials  may  be  explained  at  the  same  time  that 
its  name  is  spelled.  A  prominent  advantage  in 
these,  methods  is,  tluit  it  connects  the  subject,  of 
spelling  witli  actual  objects,  and  gives  it  a  meaning 
and  a  force.  Pupils  trained  in  this  way  will  soon 
form  the  habit  of  spelling  the  name  of  every  object 
thev  meet  with. 


SPELLING.  101 


Another  Method. 


I  will  now  name  ono  or  two  other  methods  which 
may  be  well  for  occasional  use  and  for  the  sake  of 
variety.  In  all  exercises  in  oral  spelling,  I  would 
recommend  that  you  pronounce  the  words  distinctly, 
once  only,  require  the  class  to  pronounce  the  same 
in  concert,  and  then  call  upon  some  one  to  spell. 
This  will  help  to  secure  the  attention,  and  make  it 
sure  that  the  word  is  understood. 

In  giving  out  long  words  it  may  be  well,  at  times, 
to  let  the  pupils  spell  by  each  giving  a  letter  in 
its  order,  or  pronouncing  a  syllable  when  finished. 
For  example,  let  us  take  the  word  orthography. 
You  pronounce  the  word  and  the  whole  class 
repeats  it.  In  rapid  succession  the  pupils  spell 
thus,  the  figure  indicating  the  number  of  pupil : 

1234367  8  9  10  11        12  13 

0-r — or — t-h-o-g — thog — orthog — r-a — ra — ortliogra- 

14  15   15  17 

p-h-y — phy— orthography  (by  whole  class.) 

Another  method  which  has  its  advantages  is  the 
following.  Let  the  teacher  dictate  some  thirty  or 
forty  words  to  a  class,  requiring  the  members  to 
write  them  upon  their  flutes.  These  words  are  to 
bo  carefully  examined  and  studied  by  the  pupils, 
who  are  also  to  be  required  to  incorporate  each 
word  into  a  sentence,  which  shall  illustrate  its 
meaning  and  show  that  it  is  understood  by  them. 
After  these  sentences  have  been  read,  and  erased 
from  the  slates,  let  the  words  be  again  dictated,  1o 
bo  written  and  examined  with  special  reference  to 
the  orthography.  An  exercise  of  this  kind  will  an- 
swer very  well  to  fill  up  time  that  would  otherwise 

14* 


1C2  THE  TEACHER'S  ASSISTANT. 

Extract  from  The  Teacher  and  Parent. 


be  unimproved.  The  words  may  be  given  on  one 
afternoon,  and  the  written  exercises  and  the  spelling 
receive  attention  on  the  next  afternoon. 

It  will  be  well  if  the  teacher  will  have  a  small 
blank-book  in  which  to  write  such  words  as  are  fre- 
quently misspelt,  or  such  as  are  not  of  very  com- 
mon occurrence,  and  make  use  of  these  words  for 
the  method  above  named. 

*  "  In  order  to  secure  the  perfect  attention  of  a 
class,  the  following  methods  will  be  found  valuable  ; 
and,  at  the  same  time,  they  will  aid  in  awakening 
an  interest,  and  causing  improvement. 

"  1.  Read  a  short  sentence  distinctly,  and  require 
every  word  to  be  spelt  by  the  class,  —  the  first 
scholar  pronouncing  and  spelling  the  first  word, 
the  next  scholar  the  second,  and  so  on,  until  all  the 
words  in  the  sentence  have  been  spelt.  After  a  lit- 
tle practice  in  this  method,  scholars  will  be  able  to 
go  through  with  quite  long  sentences,  with  a  good 
degree  of  accuracy  and  promptness.  Many  valuable 
truths  and  proverbs  may  in  this  way  be  impressed 
upon  the  mind,  while  attention  is  more  directly 
given  to  orthography.  The  following  may  be  sam- 
ples :  — 

A  good  scholar  will  bo  industrious  and  obedient. 

If  sinners  entice  thce,  consent  thou  not. 

Take  care  of  the  minutes,  and  the  hours  will 
take  care  of  themselves. 

A  soft  answer  turncth  away  wrath. 

*  From  "  The  Teacher  and  Parent,"  puhlishcd  by  A.  S.  Barnes 
&.  Burr,  New  York. 


SPELLING.  163 


A  Slate  Exercise. 


"  2.  It  will  be  Avcll,  often,  to  make  all  the  mem- 
bers of  a  class  feel  responsible  for  the  accurate 
spelling  of  each  and  every  word.  If  the  first  mem- 
ber of  a  class  misspells  the  word  given  to  him,  let 
the  teacher  proceed  and  give  out  the  next  wTord, 
without  intimating  whether  the  first  was  correctly  or 
incorrectly  spelt.  If  the  second  scholar  thinks  the 
first  word  was  not  correctly  spelt,  he  will  spell  it 
instead  of  the  one  given  to  him  ;  and  so  on,  through 
the  class,  each  being  expected  to  correct  any  error 
that  may  have  been  committed.  If  the  first  spells 
a  word  wrong,  and  no  one  corrects  it,  let  all  bo 
charged  with  a  failure.  This  method  will  amply 
compensate  for  its  frequent  adoption. 

"  I  will  now  proceed  to  speak  of  some  points  in 
relation  to  the  mode  of  conducting  an  exercise  with 
the  slate.  Most  experienced  teachers  have,  latterly, 
often  adopted  the  plan  of  writing  Avords ;  but,  for 
tho  benefit  of  others,  I  Avill  specify  one  or  two 
modes. 

"  Let  the  teacher  select  words  from  some  studied 
exercise,  either  in  the  reading-book  or  spelling-book, 
pronounce  them  distinctly,  allowing  time,  after  each 
Avord,  for  all  to  Avrite  it  legibly.  After  all  the 
Avords  have  been  given  out,  each  slate  may  be  ex- 
amined separately,  and  all  errors  noted ;  or,  the 
members  of  a  class  may  exchange  slates,  and  each 
examine  his  companion's  slate,  —  Avhile  the  teacher 
spells  the  Avords  correctly,  —  and  mark  the  number 
Avrong  upon  each  slate.  Or,  instead  of  either  of 
these,  the  instructor  may  call  upon  some  one  to 


164  THE  TEACHER'S  ASSISTANT. 

Names  of  Persons  and  Places. 

spell  a  word  as  he  has  written  it,  and  then  request 
those  who  have  written  differently  to  signify  it  by 
raising  the  hand.  Neither  of  these  methods  will 
consume  much  time,  and  either  of  them  will  be 
preferable  to  the  oral  method. 

"  It  will  sometimes  be  the  case,  that  scholars  will 
prove  themselves  quite  expert  in  spelling  long  or 
difficult  words,  and  yet  make  sad  mistakes  in  spell- 
ing those  that  are  shorter,  and  apparently  much 
easier.  To  remedy  this,  it  will  be  well,  occasionally, 
to  read  slowly  an  entire  stanza  or  paragraph,  and 
require  the  members  of  a  class  to  write  the  same 
upon  their  slates.  This  course  has  its  advantages. 

"  Again,  it  is  frequently  the  case  that  scholars  are 
exceedingly  deficient  in  ability  to  spell  the  names  of 
countries,  states,  counties,  towns,  mountains,  rivers, 
individuals,  etc.  Any  teacher,  who  has  not  exer- 
cised his  pupils  on  such  words,  will  be  astonished  at 
the  number  and  nature  of  the  errors  that  will  be 
committed  by  a  class  on  the  first  trial.  Let  teach- 
ers who  have  overlooked  words  of  this  description, 
in  conducting  the  spelling  exercise,  commence  by 
requesting  their  pupils  to  write  all  the  Christian 
names  of  their  schoolmates,  the  names  of  the  coun- 
ties in  their  native  State,  towns  in  the  county,  and 
States  in  the  Union.  Though  the  result,  at  first,  may 
bo  neither  very  satisfactory  nor  gratifying,  the  plan, 
if  frequently  adopted,  will  cause  much  improvement. 

"  It  may  be  profitable,  sometimes,  to  request  Urn 
members  of  a  class  to  select,  from  a  certain  number 
of  pages  in  a  book,  some  ten  or  twelve  words,  Avhich 


SPELLING.  1G5 


The  Blackboard  may  be  used. 


may  seem  to  them  of  most  difficult  orthographical 
construction,  which  shall,  subsequently,  be  given  to 
the  class  as  a  spelling  exercise.  The  prominent 
advantage  in  this  plan  results  from  the  fact  that 
each  scholar  will,  in  searching  for  a  few  words, 
notice  the  orthography  of  a  much  larger  number,  — 
selecting  such  only  as  appear  to  him  peculiarly 
difficult.  In  this  way  pupils  will,  unconsciously  as 
it  were,  study  with  interest  a  lesson  in  itself  un- 
attractive to  them.  Favorable  results  will  attend 
such  a  course. 

"If  a  school-room  is  well  furnished  with  black- 
boards, the  words  or  sentences  for  the  spelling  exor- 
cise may  be  written  on  them.  In  this  case,  it  may 
be  well  to  have  the  oxercise  occur  during  the  last 
half-hour  of  the  day.  Let  the  scholars  be  required 
to  write  the  words,  legibly,  as  soon  as  pronounced 
by  the  teacher.  After  all  have  written,  let  the 
teacher  examine  the  work,  and  draw  a  line  over 
such  words  as  are  incorrectly  written,  and  request 
that  all  errors  be  corrected  immediately  after  school 
is  dismissed.  It  is  very  important  that  pupils  should 
lie  required  to  write  all  such  exercises  in  a  neat  and 
distinct  manner. 

"  At  times  it  may  be  well  to  require  scholars  to 
divide  the  words  into  their  appropriate  syllables, 
and  to  designate  the  accented  syllable  of  each  word  ; 
as,  an-ni.-vcr'-sa-ry,  me-men'-to,  la'-bor,  la-bo'-ri-ous. 

"  Another  method  of  conducting  the  exercise  of 
spelling  is  the  following,  —  and  we  may  add,  that,  for 
more  advanced  schools,  it  possesses  some  advantages 


1G6  THE  TEACHER'S  ASSISTANT. 

An  Additional  Method. 

over  either  of  the  others  named.  Let  the  teacher 
write,  legibly,  upon  the  blackboard,  some  twenty  or 
more  difficult  words,  and  allow  them  to  remain 
long  enough  to  be  carefully  studied  by  the  school. 
A  few  minutes  before  the  close  of  the  school,  let  all 
the  words  be  removed  from  the  board.  Now  let 
each  scholar  put  aside  his  books,  and  provide  him- 
self Vith  a  narrow  slip  of  paper.  At  the  top  of  this, 
or  upon  one  side,  let  him  write  his  name,  and  then 
the  words,  as  dictated  by  the  instructor.  After  all 
have  written  the  list  of  words  that  had  previously 
been  placed  upon  the  blackboard,  let  the  slips  be 
collected,  and  taken  by  the  teacher,  who  may  him- 
self, aided  perhaps  by  some  of  his  best  spellers,  ex- 
amine the  slips,  and  mark  those  wrong  upon  each. 
At  some  hour  of  the  next  day,  let  the  teacher  read 
the  result  to  the  whole  school,  stating  the  number 
of  errors  committed  by  the  several  pupils ;  after 
which,  the  papers  may  be  returned  for  correction. 
We  will  suppose,  for  illustration,  that,  on  some  day, 
the  teacher  gives  out  the  names  of  the  months,  days 
of  the  week,  and  seasons  of  the  year  ;  and  that  the 
following  is  a  sample  of  one  of  the  papers,  as  re- 
turned by  the  teacher,  with  errors  marked : 

AMOS   MASON. 
Eleven  Errors. 

January.  Feberwary.*  March. 

April.  May.  June. 

July.  August.  Septembur.* 

Oetobur.*  Novembur.*  Deceinbur.* 

Sundy.*  Monddy.*  Tuesday. 


SPELLING.  1G7 


An  Attractive  Method. 

"Wensday.* 
Saterday.* 
Autum.* 

Thursday. 
Spring. 
Winter. 

Friday. 
Snmer.* 

"  111  conducting  this  exercise,  let  the  teacher 
insist  upon  perfect  distinctness  in  the  writing  of  the 
words,  and  let  it  be  understood  that  every  letter  not 
perfectly  plain  will  be  considered  as  wrong,  and 
marked  accordingly.  It  will  be  readily  seen,  that  a 
little  skill,  on  the  part  of  the  teacher,  in  the  selec- 
tion of  words,  will  make  this  a  highly  useful  and 
interesting  exercise  ;  and  the  time  for  the  announce- 
ment of  the  number  of  errors  will  be  looked  fot-wfth 
interest. 

"  An  attractive  method,  which  may  answer  for 
oral  or  written  spelling,  is  the  following.  The  in- 
structor pronounces  a  word,  which  is  to  be  spelt  by 
the  first  in  the  class,  who  will  immediately  name 
another,  commencing  with  the  final  letter  of  the 
first  word,  which  is  to  be  spelt  by  the  next  scholar ; 
and  he,  in  turn,  will  name  another  word,  and  so  onr 
through  the  class.  If  the  words  are  to  be  written 
upon  the  slate,  the  same  course  may  be  taken,  as  to 
naming  of  words.  Let  us  take,  for  illustration,  the 
following  words :  — 

Commotion.  Rhetoric. 

Nourishment.  Circumstances. 

Theoretical.  Sympathy. 

Language.  Yellow. 

Endeavor.  Wandering. 

An  exercise  of  this  kind  will  have  its  peculiar  ad- 


1G8  THE  TEACHER'S  ASSISTANT. 

Unusual  Words. 

vantages,  the  more  prominent  of  which  will  be,  the 
awakening  of  thought  and  interest.  After  a  little 
practice,  the  members  of  a  class  will  be  able  to 
name  words  with  a  great  degree  of  promptness  ; 
and  an  exercise  of  this  kind  will  be  made  highly 
interesting  and  profitable. 

"  Another  method,  and  the  last  I  shall  name,  is 
the  following,  which  may  prove  very  useful  in  the 
higher  classes  of  most  schools.  Let  the  teacher 
pronounce  to  a  class  several  words  of  difficult  or- 
thography, or  short  sentences  containing  such  words, 
the  pupils  writing  the  same  upon  their  slates  as  fast 
as  dictated.  After  the  desired  number  of  words 
and  sentences  have  been  written,  the  instructor  may 
address  his  class  as  follows :  '  Scholars,  the  words 
and  sentences  which  I  have  just  pronounced  may 
require  from  you  some  study.  Examine  them 
carefully,  ascertain  the  correct  spelling  and  mean- 
ing of  each  ;  and  when  you  have  studied  them  suffi- 
ciently, erase  them  from  your  slates.  To-morrow 
I  shall  give  you  the  same  exercise,  and  shall  then 
expect  you  to  write  them  accurately.' 

"  Let  us  suppose  that  the  following  words  and 
sentences  should  be  given  for  an  exercise  of  this 
kind : 

Aeronaut.  Colporteur. 

Armistice.  Hemorrhage. 

Anchovy.  Beau  ideal. 

Acoustics.  Guillotine. 

Bronchitis.  Hemistich. 


SPELLING.  169 


Words  unusually  difficult. 


Thomas  has  an  excellent  daguerreotype  likeness 
of  his  mother. 

The  dahlia  is  a  beautiful  flower. 

He  was  a  successful  merchant  and  a  skilful  finan- 
cier. 

The  glaciers  of  Switzerland. 

There  is  a  beautiful  jet  cfeau  on  the  common. 

There  was  a  beautiful  giraffe  in  the  menagerie. 

His  loss  caused  great  poignancy  of  grief. 

It  was  a  successful  ruse  de  guerre. 

The  police  exercised  strict  surveillance. 

"  This  mode  is  well  adapted  for  presenting  words 
and  phrases  whose  orthography  is  peculiarly  diffi- 
cult, and  which  occur  less  frequently  than  most 
words." 

By  a  judicious  use  of  the  methods  I  have  named, 
and  of  others  which  may  suggest  themselves  to  your 
mind,  I  cannot  but  think  you  will  succeed  in  your 
attempts  to  make  your  pupils  good  spellers.  That 
such  may  be  the  case-  is  the  earnest  wish  of 

Your  sincere  friend, 

C. 


15 


LETTER    XIII. 

PENMANSHIP. 

MY  DEAR  FRIEND:  — 

YOUR  pupils  will  all  be  anxious  to  write,  and 
those  foolish  parents  who  have  been  duped  into  the 
belief  that  a  finished  style  of  writing  may  be  given 
in  "  twelve  lessons  of  one  hour  each,"  will  be  rather 
unreasonable  in  their  demands  ;  but  you  have  too 
much  sense  to  feel  any  sympathy  with  such  notions, 
and,  of  course,  will  neither  attempt  nor  pretend  to 
be  one  of  the  impostors. 

A  good  handwriting  is  often  spoken  of  as  quite 
an  accomplishment.  It  is  more.  Its  utility  is  its 
chief  value,  and  for  this,  mainly,  should  it  be  taught. 
AYhatevcr  is  worth  knowing  at  all,  is  worth  knowing 
well ;  and  whatever  is  worthy  to  be  taught,  is  wor- 
thy to  be  thoroughly  taught.  All  reasonable  peo- 
ple believe  this,  and  yet  how  few  practise  it !  How 
many  there  are  who  write  so  illegibly  as  to  make  it 
almost  impossible  to  decipher  their  meaning  !  How 
often  do  we  find  it  necessary  to  spend  more  minutes 
in  reading  a  letter,  than  the  writer  used  in  penning 
it !  Tliis  should  not  so  be,  and  certainly  there  is  no 


PENMANSHIP.  171 


The  True  End  to  be  kept  in  View. 


reasonable  excuse  for  it.  With  proper  care  and 
right  instruction,  every  pupil  on  leaving  school  may 
l>e,  and  should  he,  ahle  to  write  a  fair  and  legible 
hand,  —  I  mean  every  one  who  attends  school  regu- 
larly. Some,  of  course,  will  write  a  more  finished 
and  elegant  style  than  others,  and  learn  much  more 
readily ;  but  if  a  boy  leaves  school  at  the  age  of 
fourteen  years,  without  the  ability  to  write  a  plain, 
readable  hand,  he  must  have  been  grossly  heedless, 
or  his  teacher  a  very  incompetent  one. 

But  you  wish  for  hints  and  directions.  I  can 
point  out  no  royal  road,  —  designate  110  way  in  which 
you  can  hope  to  make  good  writers  without  con- 
tinued care  on  your  part,  and  persevering  effort  and 
practice  on  the  part  of  your  pupils.  This  should  be 
understood  at  the  outset  by  you  and  by  them.  I 
think  it  may  also  be  understood,  that  a  due  regard 
to  the  directions  and  suggestions  Avhich  I  am  about 
to  give  will  secure  satisfactory  results  in  the  branch 
under  consideration. 

A  definite,  desirable,  and  attainable  end  should  be 
kept  before  the  mind.  It  is  too  often  the  case  that 
pupils  commence  writing  with  no  well-defined  views, 
and  with  110  object  beyond  that  of  spending  the  re- 
quired time  in  making  "  pen-and-ink  marks  "  upon 
paper ;  and  many  teachers,  I  am  sorry  to  add,  feel 
that  their  whole  duty  is  performed  if  they  require 
their  pupils  to  devote  a  half-hour  daily  to  the  mak- 
ing of  these  marks.  No  right  taste  is  cultivated, 
no  directions  given,  no  instruction  imparted,  and, 
of  course,  no  improvement  is  made.  Week  after 


172  THE  TEACHER'S  ASSISTANT. 

The  Position.  —  The  Pen. 

week  the  pupils  sit  in.  the  same  improper  position, 
holding  the  pen  wrong,  making  and  remaking  very 
imperfect  letters,  —  both  teacher  and  pnpils  attach- 
ing more  consideration  to  the  quantity  written  than 
to  the  qiiality. 

I  will  now,  in  a  familiar  way,  proceed  to  give  a 
few  hints  and  directions  on  specific  points. 

I.  The  Position.  —  Pupils  are  very  apt  to  sit  in 
an  awkward  and  bent  position.     They  should  be 
required  to  sit  nearly  erect,  and  with  the  right  or 
left  side  towards  the  table.     If  you  find  that  your 
pupils  have  acquired  a  bad  position,  it  may  require 
considerable  effort  for  you  to  cause  a  change;  but 
it  should  be  effected,  whatever  amount  of  labor  and 
time  it  may  cost.     It  is  not  uncommon  to  find  pu- 
pils in  schools  Avho  bend  over  so  much  as  to  bring 
their  eyes  very  near  the  paper.      Though  this  is 
really  an  unhealthy  and  uncomfortable  position,  it 
will  be  no  easy  matter  to  cause  a  change,  especially 
if  the  improper  position  has  been  long  allowed. 

II.  Holding-  the  Pen.  —  You  cannot  bo  too  par- 
ticiilar  in  your  efforts   on  this   point.      Tory  bad 
habits  are  often  formed,  and  become  so  established 
that  the  most  patient  and  decided  effort  will  be  ne- 
cessary in  order  to  eradicate  the  old  habit  and  intro- 
duce a  new  and  correct  one.     But  you  must  do  it, 
if  you  would  hope  to  be  a  successful  teacher  in  this 
department.     Bad   habits   in   pen-holding    are    fre- 
quently the  result  of  the  improper  construction  of 


PENMANSHIP.  173 


Holding  the  Pen. 


seats  and  desks.  It  is  sometimes  the  case  that  the 
seat  is  so  far  from  the  desk,  or  the  desk  so  high,  as 
to  render  it  impossible  to  sit  erect,  or  hold  the  pen 
in  a  proper  position.  Effort  should  be  made  to  have 
these  right.  If  you  find  that  any  of  your  pupils 
have  formed  bad  habits  in  holding  the  pen,  give  at- 
tention to  the  subject,  and  not  lose  sight  of  it  until 
all  is  right.  Sit  at  your  table  in  view  of  your  school, 
with  your  body  and  pen  in  proper  position.  Re- 
quire them  to  observe  how  you  sit  and  hold  your 
pen,  and  then  require  them  to  imitate  your  example. 
It  may  seem  awkward  to  them  at  first.  If  so,  re- 
peat the  operation  frequently,  requiring  them  to 
imitate  you  in  movements  similar  to  those  made  in 
actual  writing.  The  following  cuts  will  show  the 
correct  position  of  the  hand  and  pen. 


III.  Acorrect  Taste  and  quick  Perception.  —  These 
are  very  important  points.  It  is  very  essential  that 
we  know  precisely  what  is  to  be  done  before  we  at- 
tempt to  do  it.  A  farmer  once  sent  an  ignorant  man 
to  work  in  his  field,  who  spent  most  of  the  day  in 
plying  the  hoe,  but  doing  little  good  and  much  harm, 
simply  because  he  knew  not  the  difference  between 
the  weeds  to  be  cut  up  and  the  corn  to  be  cultured. 

15* 


174  THE  TEACHER'S  ASSISTANT. 

Illustrations. 

So,  often,  it  is  with  pupils  in  writing,  —  they  have 
no  clear  idea  of  what  they  should  do,  and  the  longer 
they  use  the  pen,  the  more  paper  they  waste,  and 
the  more  bad  habits  they  confirm.  After  devoting 
the  requisite  time  and  attention  to  the  two  particu- 
lars previously  named,  —  position  and  holding  the 
pen,  —  spend  a  little  time  in  an  effort  to  cultivate  a 
correct  taste  and  judgment.  I  will  tell  you  how 
this  may  be  done,  and  would  suggest  that  a  few 
minutes  be  given  daily  to  this  point,  —  the  main 
thing  being  to  lead  the  pupils  to  see  that  the  same 
letter  may  be  made  in  several'  different  ways,  and  at 
the  same  time  cause  them  to  feel  that  one  way  is 
the  best,  and  that  they  should  always  aim  to  secure 
the  best  way.  Let  us  go-  to  the  blackboard,  in  im- 
agination, with  the  following  :  — 


1  S3  456 

Teacher.  "  Scholars,  can  you  tell  me  what  let- 
ters these  arc  1  " 

Scholars.     "  Yes,  Sir  ;  they  are  m's." 

Teacher.     "  What,  all  w's  1     Arc  they  all  alike  1  " 

Scholars.  "  No,  Sir  ;  some  arc  made  better  than 
others,  but  they  are  all  w's." 

Teacher.     "  Which  do  you  think  is  made  best  1  " 

Scholars.     "  The  fourth  one." 

Teacher.  "  Those  who  think  the  fourth  is  the 
best,  may  raise  their  hands."  (All  hands  up.) 
"  Very  well  ;  I  think  so  too.  Now  let  us  sec  what 
fault  there  is  with  the  others.  George,  what  do 
you  think  of  No.  1  fi  " 


PENMANSHIP.  175 


A  Lesson. 


George.  "  The  different  parts  are  not  of  the 
same  height,  and  the  turns  are  not  good." 

Teacher.  •  "  Very  well  ;  hut  is  that  all  ?  Thomas, 
can  you  name  any  other  faults  ?  " 

Thomas.  "  I  should  think  they  all  ought  to  have 
the  same  slope  and  he  better  spaced.  " 

Teacher.  "  Yery  good.  I  am  glad  you  under- 
stand so  well  about  these  letters.  Now  if  you  were 
going  to  make  one,  which  should  you  try  to  imi- 
tate ?  " 

Scholars.     «  The  fourth." 

This  might  be  extended,  but  the  idea  will  be 
readily  seen.  Each  of  the  other  m's  may  be  treated 
in  the  same  manner,  —  the  particular  defects  in 
each  being  pointed  out. 

A  similar  course  may  be  pursued  with  more  ad- 
vanced classes.  A  line  like  the  following  may  be 
presented  for  criticism  :  — 


A  course  of  questioning  on  this  line  would  lead 
pupils  to  see  the  prominent  faults,  and  induce 
them  to  study  to  avoid  them.  Such  a  plan  will 
afford  an  opportunity  for  explaining  the  difference 
between  the  looped  and  unlooped  letters  ;  the  effects 
of  unequal  spacing  ;  want  of  uniformity  in  height  ; 
and  of  evenness  in  the  down  marks,  etc.  In  ex- 
amining the  writing-books  of  one  day,  you  will  find 
a  sufficient  number  of  errors  to  afford  you  material 


176  THE  TEACHER'S  ASSISTANT. 

How  to  secure  the  Object. 

for  a  lesson  the  next.  Two  particulars  should  be 
kept  constantly  and  prominently  before  the  mind  of 
the  pupils. 

1st.  That  they  should  strive  to  imitate  a  good 
model. 

2d.  That  the  writing  of  each  day  should  indicate 
an  improvement  upon  that  of  the  preceding  day. 
Towards  seciiring  the  first  of  these,  the  blackboard 
exercises  above  alluded  to  will  do  much.  To  pro- 
mote the  second,  I  would  recommend  the  two  fol- 
lowing plans. 

1.  At  the  beginning  of  the  term  let  each  pupil 
write  a  few  lines  upon  a  page  of  a  blank-book,  pro- 
vided for  the  purpose,  and  say  to  him  that  at  the 
close  of  the  term  he  will  be  required  to  write  a  few 
more  lines  on  the  same  page,  and  that,  if  he  is  faith- 
ful and  attentive,  the  lines  last  written  will  appear 
much  better  than  those  written  at  the  commence- 
ment of  the  term.     This  will  give  you  in  one  book 

—  and  a  common  writing-book  will  answer  —  a 
specimen  of  the  handwriting  of  each  pupil  at  the 
beginning  and  also  at  the  close  of  the  term.  It  will 
have  a  stimulating  effect  upon  your  pupils. 

2.  Let  the  pupils  go  through  the  book,  writing  one 
half  of  a  page  at  a  lesson,  —  and  one  half  of  a  page 
well  written  will  be  better  than  ten  pages  carelessly 
written.     After  writing  one  half  of  each  page  in  the 
book,  let  them  re-commence  and  write  the  remaining 
half  of  each  page.     There  will  be  two  advantages  in 
this,  —  one  that  it  will  relieve  pupils  of  the  monot- 
ony of  writing  the  same  copy,  and  the  other,  that 


PENMANSHIP.  177 


Classification  in  Writing. 


the  time  elapsing  between  writing  the  first  and  last 
half  of  each  page  will  be  sufficient  to  afford  a  crite- 
rion of  improvement. 

IY.  If  possible,  classify  your  Pupils  in  Writing, 
as  well  as  in  other  Exercises.  —  The  pupils  in  most 
schools  may  be  arranged  in  from  two  to  four  classes 
in  writing.  This  classification  may  be  governed  by 
qualification,  as  in  other  branches.  One  of  the 
prominent  advantages  of  such  an  arrangement  will 
be  the  opportunity  of  giving  instruction  to  a  num- 
ber, at  the  same  time,  on  the  same  copy.  For  this 
purpose  the  blackboard  may  be  used  with  excellent 
effect.  We  will  suppose  that  your  first  class  is  just 
commencing  the  book,  and  that  the  first  copy  is  to 
be  written.  Go  to  the  blackboard  and  write  the  copy, 
and  call  their  attention  to  the  particulars  to  which 
they  should  give  gpecial  effort,  and  point  out  some 
of  the  errors  which  pupils  most  frequently  make. 
To  a  class  of  ten  or  twenty  members,  more  or  less, 
you  can  make  a  brief  exercise  of  this  kind  very 
profitable.  After  listening  to  your  'instruction  and 
hints,  they  wrill  commence  writing  with  some  defi- 
nite object  in  view.  In  a  late  report  to  the  School 
Committee  of  Boston,  Superintendent  Philbrick  thus 
testifies  in  favor  of  the  use  of  the  blackboard  for 
illustration  in  this  branch :  "  Where  the  best  re- 
sults were  produced,  the  blackboard  was  in  constant 
use,  and  a  whole  section  of  pupils  wrote  the  same 
copy  at  the  same  time."  Perhaps  you  will  say  that 
your  pupils  are  so  irregular  in  their  attendance,  that. 


178  THE  TEACHER'S  ASSISTANT. 

Have  all  write  the  same  Copy. 

you  cannot  classify  them  in  writing.  But  you  can 
just  as  well  as  in  other  branches.  Every  class 
suffers  from  the  irregular  attendance  of  members. 
Have  the  copies  come  in  regular  order,  and  if  a 
pupil  is  absent  when  a  particular  page  is  written, 
either  require  him,  011  his  return  to  school,  to  write 
the  page  after  school,  or  leave  it  blank  ;  and  if  at 
the  end  of  the  term  there  are  several  blank  pages, 
just  explain  to  the  committee  and  parents  the  rea- 
son, and  say  to  them  that  there  are  just  as  many 
blank  pages  in  all  other  studies,  only  they  are  not 
so  distinctly  visible  as  in  this  particular.  This  may 
cause  some  to  see  the  evils  of  irregular  attendance 
in  a  new  light. 

It  will  frequently  happen  that  a  whole  class  will 
err  in  the  same  particular,  or  in  making  the  same 
letter.  When  such  is  the  case,  go  to  the  blackboard 
and  imitate  the  wrong  letter  or  letters,  and  show 
wherein  the  defect  is.  Then  make  a  letter  as  nearly 
correct  as  possible,  and  require  them  to  spend  two 
or  llirec  minutes  in  forming  the  same  letter  on  slips 
of  paper. 

The  following  sensible  and  judicious  remarks  and 
directions  I  take  from  the  cover  of  one  of  the  best 
systems  of  penmanship  now  before  the  public.*  I 
commend  them  ;is  Avorthy  of  observance. 

"•  From  an  experience  of  many  years,  we  are  snlis- 
Jicd  that  there  is  no  short  and  easy  method  of  ac- 


*  Payson,  Dunton,  and   Scrihncr's,  published  by   Messrs.  I'rosby, 
ii 'hols,  &  Co.,  Boston. 


PENMANSHIP.  179 


Valuable  Rules. 


quiring  a  rapid  and  graceful  style  of  penmanship ; 
and  that  those  who  profess  to  teach  the  art  of  writ- 
ing in  twelve,  twenty-four,  or  double  that  number 
of  lessons,  may  be  justly  regarded  as  empirics. 

"  Learning  to  write  well  must  always  be  a  work 
of  much  time  and  effort,  since  it  involves  a  careful 
training  of  the  eye  and  hand,  and  a  gradual  devel- 
opment of  the  judgment  and  taste.  Great  natural 
obstacles  are  sometimes  to  be  overcome ;  but  by 
careful  and  well-directed  efforts,  with  a  good  system, 
any  one  may  learn  to  write  well,  and  most  persons 
may  learn  to  write  elegantly. 

"  Good  writing  is  characterized  by  legibility,  ra- 
pidity, and  beauty.  In  order  that  these  ends  may 
be  attained,  the  following  rules  must  be  carefully 
studied  and  implicitly  observed,  —  all  of  which  the 
authors  submit  to  the  careful  attention  of  the 
public. 

"  1.  OF  POSITION.  —  Sit  with  either  the  right  or 
left  side  turned  a  little  towards  the  desk,  in  an  easy, 
natural  position,  but  do  not  lean  against  the  desk. 

"  2.  Hold  the  pen  with  a  gentle  pressure,  be- 
tween the  thumb  and  the  first  and  second  fingers, 
keeping  the  nmsclcs  of  the  hand  and  arm  so  re- 
lieved that  the  motions  may  be  free  and  easy. 

'•  3.  OF  POSITION  OF  If  AND  AND  Ami.  —  The  hand 
and  arm  should  rest  very  lightly  upon  the  desk,  in 
order  to  secure  freedom  of  motion  and  rapidity  of 
execution. 

"•  4.  REMARKS.  --  Before  commencing  to  write 
after  a  copy,  the  pupil  should  carefully  notice  the 


180  THE  TEACHER'S  ASSISTANT. 

+ 

Rules,  continued-. 

form  and  proportion  of  each  letter,  and  he  should 
also  examine  each  word  as  soon  as  it  is  written,  to 
see  wherein  it  differs  from,  or  agrees  with,  the  copy, 
and  then  try  to  improve  it  the  next  time.  This 
course,  diligently  pursued,  will  certainly  secure  a 
good  degree  of  improvement ;  while,  by  an  opposite 
course,  the  time  of  the  pupil  and  the  labor  of  the 
teacher  will  be  entirely  wasted. 

"5.  OF  ORDER  AND  NEATNESS. — Write  nothing 
but  the  copy  on  the  book,  unless  directed  to  do  so 
by  the  teacher ;  but  try  to  keep  the  book  clean  and 
free  from  blots,  and  never  cut  out  a  leaf.  Keep  the 
pen  clean,  and  ink  thin.  A  habit  of  neatness  and 
order  is  of  very  great  value  to  a  book-keeper  or 
business  man. 

"  6.  THE  PEN.  —  Never  touch  the  point  of  the  pen 
with  the  fingers,  nor  wipe  it  on  the  hair,  but  on  a 
pen-wiper,  made  of  some  kind  of  cloth.  It  should 
be  wiped  often,  and  always  when  you  lay  it  aside. 
Do  not  hold  the  pen  between  the  teeth  while  turn- 
ing the  leaves,  etc.,  but  place  it  over  the  right  ear, 
Avhere  it  will  be  less  liable  to  make  blots  than  else- 
where. 

"  7.  OF  POSITION  OF  LEFT  HAND.  — The  left  hand 
may  rest  on  the  paper  above  the  line  on  which  you 
arc  writing,  but  never  below  it,  ns  the  oily  matter 
of  the  perspiration,  on  the  paper  or  the  pen,  will 
prevent  the  ink  from  flowing  freely." 


LETTER     XIV. 

GRAMMAR. 

MY  DEAR  FRIEND  :  — 

MUCH  time  lias  been  devoted,  in  most  schools,  to 
tlie  subject  of  Grammar ;  yet  the  real  attainments 
of  pupils,  for  all  practical  purposes,  have  been  very 
limited  and  unsatisfactory.  In  this  branch,  more 
than  in  any  other,  have  pupils  been  allowed  to  re- 
peat words,  definitions,  and  rules,  which  were  to 
them  but  empty  sounds,  —  meaningless  expressions. 
In  many  cases,  scholars  have  committed  to  memory 
the  entire  contents  of  a  text-book,  without  gaining 
any  true  knowledge  of  language  or  grammatical 
science.  What  I  have  said  of  geography  is  quite 
as  true  of  grammar,  —  that  words  are  too  often 
learned  and  repeated  on  the  recitation-scat,  without 
imparting  any  definite  ideas.  "  "What  is  a  vowel  ?  " 
asked  a  teacher  of  a  girl.  "  A  vowel  is  an  articu- 
late sound,"  was  the  ready  answer,  in  the  language 
of  the  book.  "And  what  is  an  articulate  sound  ?  " 
"•  A  melodeon,"  answered  the  girl.  To  her  mind,  a 
vowel  was  but  another  name  for  a  musical  instru- 
ment, or  melodeon. 

16 


182  THE  TEACHER'S  ASSISTANT. 


Anecdote  by  Professor  Russell. 


Some  of  the  most  discouraging  cases  you  will 
meet  with  will  be  those  in  which  pupils  have  "  been 
through  the  Grammar,"  and  learned  little  but  words. 
Professor  Russell  gives  a  case  in  point.  "  A  boy, 
who  had  studied  grammar  a  long  time,  got  tired  of 
it,  and  did  not  wish  to  go  over  the  definitions  again 
under  the  guidance  of  another  teacher.  To  test 
him,  the  teacher  said :  '  Do  you  think  you  under- 
stand all  that  you  have  studied  ? '  '  Yes,  Sir ;  I 
know  it  all.'  '  Well,  here  is  the  definition  of  an  in- 
definite article  ;  what  is  that  ?  '  '•A  or  an  is  styled 
the  indefinite  article,  and  is  used  in  a  vague  sense ; 
in  other  respects  indeterminate.'  (So  he  learned 
from  his  Grammar.)  '  Do  you  understand  that 
fully?'  '0  yes,  Sir.'  'Will  you  tell  me  what 
"  styled  "  means  ? '  '  Why,  it  means  something  sort 
of  grand,  stylish.'  '  What  does  "  article  "  mean  ? ' 
'It  means  —  why,  it  means  anything  that  we  see.' 
'  What  does  "  vague  "  mean  ?'  'I  don't  know,  Sir.' 
'Well,  what  docs  "indeterminate"  mean?'  'Be- 
ing very  determined  about  it,  Sir.' ' 

And  yet  this  lad,  like  hundreds  of  others,  had  a 
sort  of  impression  that  he  knew  all  about  grammar, 
and  felt  it  almost  derogatory  to  his  standing  as  a 
scholar  to  have  his  attention  called  to  it  as  a  suit- 
able branch  for  him  to  study.  If  you  meet  with 
Mich  a  case,  as  you  undoubtedly  Avill,  your  first  ef- 
fort must  be  directed  to  convincing  the  pupil  iliat 
he  does  not  comprehend  the  subject.  This  will  be 
310  easy  task,  and  yet  it  must  be  accomplished.  You 
must  strive  to  convince  him  both  of  his  lack  and 


GRAMMAR.  183 


When  to  commence  Grammar. 


need  of  knowledge,  before  you  can  expect  to  liavc 
liiin  study  with  a  will. 

You  wish  to  know  what  I  consider  the  proper  age 
for  commencing  the  study  of  grammar.  This  will 
depend  on  circumstances.  Many  lessons  may  be 
given  to  very  young  pupils.  The  parts  of  speech, 
kinds  of  sentences,  and  many  other  points,  may  be 
treated  of  in  a  familiar  style  of  oral  lessons  by  the 
teacher,  and  much  information  may  be  imparted  to 
pupils  of  the  ages  of  eight  or  nine  years,  before  they 
take  the  text-book.  The  "  when  "  to  commence, 
therefore,  wrill  depend  much  upon  the  "  how "  of 
commencing.  The  very  youngest  pupils  should  have 
the  benefit  of  correct  examples  of  speech.  But  it 
would  be  better  that  the  study  of  grammar  never 
be  commenced,  than  to  have  it  improperly  treated. 

My  object,  in  this  letter,  will  be  to  caution  you 
against  the  tendency,  on  the  part  of  scholars,  to 
learn  words  only,  and  also  to  give  you  a  few  hints 
on  teaching  grammar.  Mr.  Tower,  in  his  preface 
lo  a  valuable  work  entitled  "  Grammar  of  Composi- 
tion," uses  the  following  sensible  and  truthful  lan- 
guage :  — "  English  Grammar  has  been  defined  as 
'  the  art  of  speaking  and  writing  the  English  lan- 
guage correctly ' ;  and  this  definition  has  been  ac- 
c  'pted  and  retained  by  grammarians,  notwithstand- 
ing it  has  become  a  matter  of  public  notoriety  that 
pupils  may  excel  in  grammar  and  '  parsing,'  as 
taught  in  our  schools,  and  yet  be  unable  to  form 
grammatical  sentences,  either  orally  or  in  writing. 
WhfM-o,  then,  is  the  fault?  in  the  definition,  or  in 


184  THE  TEACHER'S  ASSISTANT. 

Correct  Speaking. 

the  method  of  teaching  ?  In  the  latter,  we  fully 
believe.  The  very  fact  that  it  is  an  art  shows  the 
absurdity  of  supposing  that  it  can  be  acquired  with- 
out practice.  Who  ever  became  a  skilful  musi- 
cian simply  by  studying  the  principles  and  rules  of 
music  ?  " 

If  teachers  would  regard  the  truth  contained  in 
the  brief  extract  just  made,  it  would  be  sufficient. 
And  yet,  for  years  and  tens  of  years,  a  sort  of  word- 
repeating  and  formal  round  of  technical  parsing 
have  constituted  the  sum  and  substance  of  gram- 
mar in  many  of  our  schools,  though  within  the  last 
ten  years  the  study  has  been  more  wisely  taught  by 
most  good  teachers.  Many  of  my  suggestions,  at 
this  time,  will  be  directed  to  giving  the  subject  a 
more  practical  bearing. 

Be  careful  to  speak  correctly  your 'self \  and  re- 
quire your  pupils  to  do  the  same.  —  This  is  all- 
important.  If,  in  all  your  conversation,  your  com- 
mands and  requests,  you  speak  with  propriety,  you 
will,  as  it  Avcrc,  be  a  living  grammar  to  your  pu- 
pils. Your  example  will  be  felt  for  good.  On 
Ihe  other  hand,  if  you  arc  careless  in  the  use  of 
language,  and  are  guilty  of  frequent  grammatical 
inaccuracies,  you  can  hardly  hope  to  have  your 
pupils  speak  correctly.  One  groat  difficulty  in  the 
way  of  teaching  grammar  is,  that  the  pupils  out  of 
the  school-room  often  hear  expressions  and  lan- 
guage at  variance  with  any  correct  standard.  If 
all  persons  were  in  the  habit  of  "  speaking  the 


GRAMMAR.  185 


A  Comparison. 


English  language  correctly,"  the  teacher's  efforts 
to  impart  instruction  in  the  school-room  would  be 
far  more  successful.  But  every  pupil  has  twofold 
instruction,  —  that  in  the  school-room  and  that  out- 
side the  school ;  and  often  the  two  are  directly 
antagonistic  in  their  influence  and  results.  This 
point  is  not  duly  considered,  and  the  faithful 
teacher  is  often  charged  with  errors  or  defects  in 
his  pupils,  which  are  in  no  true  or  just  sense 
chargeable  to  him. 

Let  us  suppose  a  portrait-painter  undertakes  to 
perfect  the  likeness  of  some  person.  During  a  part 
of  the  hours  of  each  day  he  devotes  his  time  and 
skill,  most  assiduously,  to  make  the  painting  life- 
like and  accurate.  Faithfully  and  \vell  he  performs 
his  part,  making  no  errors,  but  constantly  develop- 
ing true  shades  and  right  points.  Every  touch  is 
made  at  the  right  time,  and  in  the  right  place  and 
manner.  Now  suppose  this  unfinished  painting 
should  be  daily  brought  in  contact  with  those  who 
are  no  artists,  and  that  each  should  give  a  touch 
with  his  own  unskilled  hand.  It  Avould  be  easy  to 
predict  the  result.  And  yet  the  teacher's  work  is 
thus  exposed  and  tampered  with  ;  and  in  no  point 
does  it  suffer  i-o  much  as  in  that  under  considera- 
tion. Be  sure  that  the  errors  of  the  street  find  no 
countenance  in  the  practice  of  the  school-room. 
"Speak  correctly"  yourself,  if  you  would  hope  to 
have  your  labors  in  teaching  grammar  successful, 
and  insist  on  correct  speaking  on  the  part  of  your 
pupils.  By  the  exercise  of  care  and  judgment,  you 

1G* 


180  THE  TEACHER'S  ASSISTANT. 


Be  thorough  and  clear. 


will  soon  succeed  in  creating  a  sort  of  popular 
school-sentiment  in  favor  of  the  right ;  and  when 
you  have  secured  this,  your  success  will  be  sure. 

Make  your  teacldng  thorough  and  clear,  —  One 
of  the  most  common  errors  has  been  that  of  at- 
tempting to  advance  too  rapidly.  The  pupil's  mind 
is  often  so  perplexed  with  the  variety  before  him, 
that  he  receives  no  definite  and  accurate  view  of 
any  one  topic.  I  have  known  a  class  of  beginners 
who  have  been  required  to  give  the  definitions  of 
all  the  parts  of  speech  at  a  single  lesson.  Of  course 
they  could  not  receive  any  clear  impression  of  either. 
The  result  would  naturally  be  vague  and  confusing. 
•Suppose  one  individual  should  attempt  to  enlighten 
a  friend  in  relation  to  the  trees  in  a  dense  forest, 
not  one  of  which  was  known  to  the  second  party. 
The  two  enter  the  forest,  and  the  first,  as  they  pass 
rapidly  along,  says  to  his  friend  :  "  This  is  an  oak  ; 
this,  a  pine  ;  this,  a  hickory  ;  this,  a  hemlock  ;  this, 
a  chestnut,"  <fcc. ;  —  without  any  attempt  to  point 
out  the  distinctive  peculiarities  of  each,  and  not  even 
allowing  time  for  the  learner  to  take  a  fair  look  at 
each  tree  as  its  name  is  given.  How  many  such 
forest  walks  would  it  require  to  give  to  the  man  the 
needed  information  ?  Yet  a  course  equally  unrea- 
sonable bus  often  been  taken  with  beginners  in 
grammar.  ,Hcc  that  you  commit  no  such  error. 
From  the  beginning,  teach  one  thing  at  a  lime,  and 
teach  that  thoroughly.  Make  one  step  familiar  be- 
fore another  is  attempted. 


GRAMMAR.  187 


Tench  one  Tiling  at  a  Time. 


In  teaching  the  several  parts  of  speech,  deal  with 
one  singly,  at  first,  and  dwell  upon  it  until  the  class 
understands  it.  The  old  definition  of  a  noun  was 
as  follows  :  "  A  noun  is  the  name  of  anything  that 
exists,  or  of  which  we  have  any  notion  ;  as,  London, 
man,  virtue."  I  have  heard  -this  repeated  scores  of 
times,  when  I  was  satisfied  that  those  who  gave  the 
definition  had  not  the  slightest  correct  "  notion  " 
of  the  part  of  speech  denned.  To  them  a  noun  was 
"  London-man-virtuc,"  —  but  what  "  London-man- 
virtue"  was,  they  knew  not.  Most  of  the  Grammars 
of  the  present  day  define  a  noun  as  "  the  name  of 
an  object,"  —and  yet  even  this  maybe  repeated, 
and  not  be  understood.  I  have,  in  many  instances, 
known  pupils  to  confound  the  object  with  its  name. 
The  word  book  is  a  noun,  but  not  the  book  itself. 
See  that  your  pupils  discriminate,  and,  after  using 
proper  effort  to  make  the  point  plain,  call  upon  them 
for  a  list  of  nouns.  Ask  them  to  give  you  the 
names  of  all  the  objects  in  the  school-room,  and 
write  them  as  they  are  spoken.  The  list  may  be 
something  as  follows  :  Desk,  chair,  book,  stove, 
inkstand,  pencil,  slate,  pen,  window,  floor,  Avail, 
nail,  hat,  etc.  They  may  also  be  called  upon  to  give 
the  names  of  objects  that  they  have  seen  on  their 
way  to  school.  Continue  exercises  of  this  kind, 
requiring  your  pupils  to  write  them  upon  their 
slates,  until  they  are  fully  comprehended.  The  same 
course  may  be  pursued  to  explain  what  is  meant  l»y 
'•common  and  proper,"  as  applied  to  nouns.  Re- 
quire the  pupils  to  make  lists  of  each  until  they 


188  THE  TEACHER'S  ASSISTANT. 

Illustrative  Exercises. 

shall  be  able  to  do  so  with  promptness  and  correct- 
ness. Number,  person,  gender,  and  case  may  be 
taken  in  the  same  manner.  If  a  term  has  been 
properly  explained,  require  your  pupils  to  give  a 
practical  illustration  by  some  written  exercises. 
After  the  noun  and  its  several  modifications  have 
been  considered,  in  the  manner  alluded  to,  your 
class  will  be  prepared  to  write  sentences  exemplify- 
ing the  following :  — 

A  sentence  containing  one  proper  and  two  com- 
mon nouns. 

A  sentence  with  a  proper  noun  in  the  nominative 
case,  and  two  common  nouns  in  the  objective  case 
and  singular  number. 

A  sentence  with  two  common  nouns,  one  in  the 
nominative  and  the  other  in  the  possessive  case. 

A  sentence  with  a  proper  noun  in  the  nominative 
case,  masculine  gender,  and  a  common  noun  in  the 
plural  number,  objective  case,  and  feminine  gender. 

These  exercises  will  please  the  pupils,  and  they 
should  be  continued  until  the  several  points  and 
modifications  are  made  perfectly  plain. 

The  same  general  plan  may  be  taken  with  the 
several  parts  of  speech,  and  their  various  modifi- 
cations. Have  every  definition  followed  by  some 
written  exercises  illustrative  of  the  same.  The  dif- 
ferent kinds  of  sentences  may  be  explained  in  the 
same  manner. 

.On  the  subject  of  grammar,  important  as  it  is, 
it  is  hardly  necessary  that  I  should  enlarge.  The 
hints  I  have  already  given  will  be  of  some  service  if 


GRAMMAR.  189 


False  Syntax. 


duly  regarded.  On  many  points  teachers  differ  in 
opinion.  A  score  of  years  ago  most  of  the  gram- 
matical exercises  consisted  in  the  parsing  of  words. 
These  were  conducted  in  a  manner  so  set  and  for- 
mal, that  but  little  good  resulted  from  them.  The 
analysis  of  sentences  received  no  attention.  But 
there  has  been  a  change,  and  now,  with  many,  the 
old  mode  of  parsing  is  entirely  discarded,  and  analy- 
sis substituted  therefor.  The  true  course,  I  think, 
is  to  give  attention  to  both  methods.  Combine  the 
two  in  practice,  and  the  results  will  be  satisfactory. 

Much  of  grammar,  in  its  practical  use,  will  enter 
into  the  exercise  of  composition,  —  of  which  I  shall 
speak  more  particularly  in  my  next  letter,  —  and 
I  would  urge  you  to  give  much  attention  to  that 
branch  of  the  subject.  Indeed,  in  all  your  attempts 
to  teach  the  subject,  do  not  forget  that  it  is  only  by 
frequent  practice  that  one  can  reasonably  hope  to 
become  skilled  and  ready  in  "  speaking  and  writing 
the  English  language  correctly." 

Before  closing,  I  will  speak  of  two  other  exercises 
in  this  connection.  The  first  is  the  correction  of 
false  syntax.  It  will  be  well,  occasionally,  to  place 
upon  the  blackboard  a  few  ungrammatical  sen- 
tences and  require  your  pupils  to  correct  them, 
and  also  to  tell  what  is  wrong,  and  why  wrong, 
in  the  example  given.  I  will  add  a  few  sentences 
for  the  purpose  named.  You  will  find  that  pupils 
will  feel  pleased  in  attempting  their  correction,  and 
the  effort  will  cultivate  a  critical  and  observing 
spirit. 


190  THE  TEACHER'S  ASSISTANT. 

Examples  for  Correction. 

Charles  did  it  unbeknown  to  me. 

It  is  him.     It  is  her. 

Let  every  scholar  attend  to  their  studies.     4 

May  John  and  me  go  t$  walk  ? 

Please  to  let  John  and  I  go  to  walk. 

You  should  have  went  with  me. 

He  said  how  he  would  go. 

I  have  not  seen  him  this  ten  days. 

I  expect  you  reached  home  safely. 

John  and  George  was  to  home. 

I  saw  that  James  had  been  abused  with  half  an 
eye. 

A  newspaper  has  the  following  :  — 

"  Wanted.  —  A  young  man  to  take  charge  of  a 
pair  of  horses  of  a  religious  turn  of  mind." 

A  carpenter  once  rendered  the  following  bill  to  a 
farmer,  for  whom  he  had  worked  :  "  To  hanging  two 
barn-doors  and  myself  seven  hours,  one  dollar  and 
a  half." 

A  newspaper  says :  "  A  child  was  run  over  by  a 
wagon  three  years  old  and  cross-eyed,  with  panta- 
lets on  which  never  spoke  afterward." 

A  man  writes  :  "  We  have  two  school-rooms  suffi- 
ciently large  to  accommodate  three  hundred  schol- 
ars one  above  another." 

Another  writes :  "  We  have  a  new  school-house 
large  enough  to  accommodate  four  hundred  pupils 
three  stories  high." 

Make  a  memorandum  of  errors,  like  the  above,  as 
you  hear  or  see  them,  and  occasionally  make  one 
the  subject  of  a  brief  criticism  by  the  school,  guard- 


GRAMMAR.  191 


Punctuation. 


ing  against  any  improper  spirit  on  the  part  of  your 
pupils.  Aim  to  have  all  criticisms  made  in  a 
friendly,  and  not  in  a  censorious  or  supercilious 
spirit. 

The  only  remaining  point,  to  which  I  will  call 
your  attention  in  this  letter,  is  punctuation.  This 
has  been  sadly  neglected  in  our  schools ;  and  yet  its 
importance,  as  affecting  the  import  of  what  is  writ- 
ten, is  such  as  to  demand  for  it  special  attention. 
Of  course  I  cannot  consider  the  subject  in  detail. 
1  will  merely  urge  its  claims  to  your  attention,  and 
give  a  few  examples  illustrating  the  entire  change, 
in  meaning,  caused  by  a  change  of  punctuation. 
These  examples  will  assist  you  in  showing  the  effect 
of  punctuation,  and  in  awaking  an  interest  in  the 
right  direction.* 

"  Lord  Palmerston  then  entered ;  on  his  head,  a 
white  hat ;  upon  his  feet,  large,  but  well-polished 
boots ;  upon  his  brow,  a  dark  cloud  ;  in  his  hand, 
his  faithful  walking-stick ;  in  his  eye,  a  meaning 
glare ;  saying  nothing,  he  sat  down." 

"With  a  slight  change  in  punctuation,  it  will  read 
thus  :  "  Lord  Palmerston  then  entered  on  his  head  ; 
a  white  hat  upon  his  feet ;  large,  but  well-polished 
boots  upon  his  brow  ;  a  dark  cloud  in  his  hand  ;  his 
faithful  walking-stick  in  his  eye ;  a  meaning  glare 
saying  nothing.  He  sat  down." 

*  A  Treatise  on  Punctuation,  by  John  Wilson,  is  the  best  work  on 
the  subject  within  my  knowledge.  Indeed,  it  seems  to  be  a  complete 
treatise  on  the  subject,  and  it  should  be  used  in  all  our  schools.  I  am 
indebted  to  it  for  two  or  three  of  the  illustrations. 


192  THE  TEACHER'S  ASSISTANT. 

Examples. 

In  the  priory  of  Ramessa  there  dwelt  a  prior  who 
was  very  liberal,  and  who  caused  these  verses  to  be 
written  over  his  door: 

"  Be  open  evermore,  O  thou  my  door, 
To  none  be  shut,  to  honest  or  to  poor." 

But  after  his  death,  there  succeeded  him  another, 
whose  name  was  Raymond,  as  greedy  and  covetous 
as  the  other  was  bountiful  and  liberal,  who  kept 
the  same  lines  there  still,  changing  nothing  therein 
but  one  point,  which  made  them  run  after  this 
manner : 

"  Be  open  evermore,  0  thou  my  door, 
To  none ;  be  shut  to  honest  or  to  poor." 

Afterward,  being  driven  thence  for  his  extreme 
niggardliness,  it  grew  into  a  proverb,  that  for  one 
point  Raymond  lost  his  priory. 

Observe  the  difference  in  the  following :  "  The 
persons  inside  the  coach  were  Mr.  Miller ;  a  clergy- 
man ;  his  son  ;  a  lawyer ;  Mr.  Angelo ;  a  foreigner ; 
his  lady ;  and"  a  little  child." 

As  here  punctuated,  with  a  semicolon  after  each 
noun,  the  number  of  individuals  is  eight.  Arrang- 
ing the  names  in  pairs,  thus  •  "  The  persons  inside 
the  coach  were  Mr.  Miller,  a  clergyman  ;  his  son,  a 
lawyer ;  Mr.  Angelo,  a  foreigner ;  his  lady  ;  and  a 
little  child,"  —  we  reduce  the  number  to  five,  and. 
entirely  change  the  meaning  of  the  sentence. 

Varying  the  punctuation  a  third  time,  we  find 
that  "  the  persons  inside  the  coach  were  Mr.  Mil- 
ler ;  a  clergyman,  his  son ;  a  lawyer,  Mr.  Angelo ; 
a  foreigner,  his  lady ;  and  a  little  child." 


GRAMMAR.  193 


Other  Illustrations. 


The  following  lines  will  furnish  another  instance. 
By  placing  the  semicolon,  now  at  the  end  of  each 
line,  after  the  first  noun  in  the  line,  quite  a  change 
will  be  made  in  the  sense. 

"  I  saw  a  pigeon  making  bread ; 
I  saw  a  girl  composed  of  thread ; 
I  saw  a  towel  one  mile  square ; 
I  saw  a  meadow  in  the  air ; 
I  saw  a  rocket  walk  a  mile ; 
I  saw  a  pony  make  a  file ; 
I  saw  a  blacksmith  in  a  box ; 
I  saw  an  orange  kill  an  ox  ; 
I  saw  a  butcher  made  of  steel 
I  saw  a  penknife  dance  a  reel ; 
I  saw  a  sailor  twelve  feet  high ; 
I  saw  a  ladder  in  a  pie ; 
I  saw  an  apple  fly  away ; 
I  saw  a  sparrow  making  hay ; 
I  saw  a  farmer  like  a  dog  ; 
I  saw  a  puppy  mixing  grog ; 
I  saw  three  men  who  saw  these  too  ; 
And  will  confirm  what  I  tell  you." 

A  clergyman  was  lately  depicting  before  a  deeply 
interested  audience  the  alarming  increase  of  intem- 
perance, when  he  astonished  his  hearers  by  saying  : 
"•  A  young  woman  in  my  neigborhood  died  very 
suddenly  last  Sabbath,  while  I  was  preaching  the 
gospel  in  a  state  of  beastly  intoxication  !  " 

From  the  work  of  Mr.  Wilson  I  take  the  follow- 
ing illustrations  of  the  value  of  correct  punctu- 
ation. 

"  A  blacksmith,  passing  by  a  hair-dresser's  shop, 
observed  in  the  window  an  unpointed  placard,  which 
he  read  as  follows  :  — 


19-i  THE  TEACHER'S  ASSISTANT. 

The  Barber's  Lines. 

'  What  do  you  think  ?  — 
I  '11  shave  you  for  nothing, 
And  give  you  some  drink.' 

"  The  son  of  Vulcan,  with  a  huge  black  beard  on 
his  chin  and  a  little  spark  in  his  throat,  considered 
the  opportunity  too  good  to  be  lost.  He  accord- 
ingly entered ;  and,  after  the  shaving  had  been 
duly  performed,  asked  with  the  utmost  sang  froid 
for  the  liquor.  But  the  shaver  of  beards  demanded 
payment ;  when  the  smith,  in  a  stentorian  voice,  re- 
ferred him  to  the  placard,  which  the  barber  very 
good-hunioredly  produced,  and  read  thus :  — 

'  What !  do  you  think 
I  '11  shave  you  for  nothing, 
And  give  you  some  drink  ? ' '; 

"  The  following  request  is  said  to  have  been  made 
at  church  :  '  A  man  going  to  sea,  his  wife  desires 
the  prayers  of  this  congregation  for  his  safety.' 
But,  by  an  unhappy  transposition  of  the  comma,  and 
the  misspelling  of  one  word,  the  note  was  thus  read  : 
"  A  man,  going  to  see  his  wife,  desires  the  prayers 
of  this  congregation  for  his  safety." 

"  Witness  the  entire  change  caused  by  punctua- 
tion in  the  following  :  — 

'  Every  lady  in  this  land 
Hath  twenty  nails  upon  each  hand ; 
Five  and  twenty  on  hands  and  feet. 
And  this  is  true  without  deceit.' 

'  Every  lady  in  this  land 
Hath  twenty  nails  :  upon  each  hand 
Five  ;  and  twenty  on  hands  and  feet 
And  this  is  true  without  deceit.'  " 


GRAMMAR.  195 


Illustrations  in  Punctuation. 


"  The  well-known  speech  of  Norval,  for  instance, 
in  the  tragedy  of  '  Douglas,'  may,  by  an  erroneous 
use  of  the  pauses,  be  delivered  in  such  a  manner  as 
to  affect  or  destroy  the  meaning  ;  as,  — 

'My  name  is  Norval  on  the  Grampian  hills. 
My  father  feeds  his  flock  a  frugal  swain ; 
Whose  constant  cares  were  to  increase  his  store. 

"We  fought  and  conquered  ere  a  sword  was  drawn. 
An  arrow  from  my  bow,  had  pierced  their  chief 
Who  wore  that  day  the  arms  which  now  I  wear.' 

"A  change  in  punctuation  restores  the  meaning 
thus :  — 

'  My  name  is  Norval.     On  the  Grampian  hills 
My  father  feeds  his  flock ;  a  frugal  swain, 
Whose  constant  cares  were  to  increase  his  store. 

We  fought  and  conquered.     Ere  a  sword  was  drawn, 
An  arrow  from  my  bow  had  pierced  their  chief, 
Who  wore,  that  day,  the  arms  which  now  I  wear.'  " 

Trusting  that  you  will  be  able  to  make  a  good 
use  of  these  illustrations,  and  be  aided  by  them  in 
causing  your  pupils  to  see  the  importance  of  the 
subject,  I  remain 

Your  sincere  friend, 

C. 


LETTER    XV. 

COMPOSITION. 

Mr  DEAR  FRIEXD  :  — 

You  ask  if  you  shall  make  the  writing  of  compo- 
sition a  regular  exercise  in  your  school.  I  answer, 
most  emphatically,  Yes.  It  is  one  of  the  most  im- 
portant subjects,  and  Avell  deserves  your  care  and 
thought.  It  has  often  been  sadly  neglected,  —  more 
frequently  improperly  treated.  You  also  ask  at 
what  age  pupils  should  commence  the  exercise,  and 
for  some  hints  in  regard  to  it. 

In  answer  to  this  I  would  say,  if  it  is  regarded  by 
you  as  it  is  by  some  teachers,  it  would  be  better 
never  to  commence  ;  but,  properly  viewed  and  con- 
ducted, it  can  hardly  be  commenced  too  early.  As 
soon  as  a  child  can  write  words,  he  may  begin  the 
writing  of  composition,  provided  his  first  lessons  are 
of  the  right  kind.  I  well  recollect  some  of  my  first 
themes  for  composition,  given  when  I  was  a  mere 
boy.  They  were  such  as  these  :  Temperance,  Friend- 
ship, Virtue,  Happiness,  Charity,  &c.,  —  all  themes 
entirely  unsuitable  for  beginners.  Pupils  cannot 
write  upon  a  subject  beyond  their  comprehension, 


COMPOSITION.  197 


Anecdote. 


or  in  which  they  feel  no  special  interest ;  and  when- 
ever such  themes  are  given,  pupils  will  be  very  apt 
to  examine  books  to  ascertain  what  others  have 
thought  or  written.  In  this  way,  many  early  be- 
come plagiarists,  and  try  to  pass  as  their  own  what 
they  have  wholly,  or  partly,  borrowed  from  others. 
I  recollect  an  instance  of  this  kind,  in  which  the 
ready  wit  of  the  offender  saved  him  from  punish- 
ment and  exposure.  He  took  a  nicely  written  arti- 
cle to  his  teacher,  who,  after  reading  it,  opened  a 
volume  written  by  Mrs.  Barbauld,  containing  the 
same  views,  expressed  in  precisely  the  same  words. 
After  reading  this  to  the  pupil,  the  teacher  re- 
marked :  "  What  have  you  to  say  to  this  ? " 
"  Why,"  said  the  lad,  "  all  I  have  to  say  is,  that 
Mrs.  Barbauld  and  I  think  exactly  alike." 

The  better  way  is  to  give  suitable  subjects,  and 
thus  afford  no  temptation  for  pupils  to  borrow 
thoughts  or  words  from  the  writings  of  others. 
You  have,  I  doubt  not,  often  heard  compositions 
read  in  schools,  whose  whole  style  and  expression 
afforded  the  most  convincing  proof  that  they  were 
not  original.  I  recently  heard  one,  many  words  of 
which  were  so  shockingly  mispronounced,  that  it 
was  perfectly  obvious  that  the  piece  was  a  borrowed 
one,  and  that  the  meaning  of  many  of  the  words 
was  not  comprehended.  The  word  "  receptacle  " 
was  repeatedly  called  "  respectacle."  But  I  have 
said  enough  on  this  point,  and  will  now  offer  a  few 
suggestive  hints. 

You  know  very  well  with  what  a  feeling  of  dread 

17* 


198  THE  TEACHER'S  ASSISTANT. 

Method  for  Beginners. 

pupils  engage  in  the  exercise  under  consideration. 
The  very  word  composition  seems  to  cause  a  shud- 
der ;  and  the  longer  the  subject  is  deferred,  the 
greater  will  be  the  reluctance  with  which  it  will  be 
commenced.  With  a  little  care  and  prudence,  you 
may  fairly  initiate  your  pupils  into  the  mysteries  of 
the  exercise  before  they  realize  that  they  have  taken 
the  first  step,  and  before  you  make  any  allusion  to 
it  as  a  step,  even,  in  the  much-dreaded  exercise. 
Take  a  class  of  little  ones,  and  ask  them  to  write 
the  word  horse  upon  their  slates.  For  three  or  four 
minutes  ask  them  qtiestions  about  a  horse,  some- 
what as  follows  :  How  many  of  you  ever  saw  a 
horse  ?  Of  what  color  are  horses  ?  How  many  legs 
has  a  horse  ?  What  do  we  call  animals  which  have 
four  legs  ?  For  what  is  the  horse  used  ?  Of  what 
does  his  food  consist  ?  What  do  we  sometimes  call 
his  feet  ?  What  is  meant  by  a  draft-horse  ?  car- 
riage-horse ?  race-horse  ?  etc.  Such  questions  as 
these  will  elicit  thought,  and  prepare  them  for  the 
next  step,  which  is  to  write  upon  their  slates  some- 
thing about  the  horse.  As  a  result,  you  may  get 
something  like  the  following  :  — 

"  My  father  has  a  black  horse. 

"  The  feet  of  a  horse  are  very  hard,  and  are 
called  hoofs. 

"  Some  horses  are  very  swift,  and  called  race- 
horses. Some  are  large  and  strong,  and  called  draft- 
horses,  because  they  arc  used  in  drawing  heavy  loads. 

"  The  horse  is  very  iiseful,  and  it  is  cruel  to  whip 
him. 


COMPOSITION. 


A  Specimen  Lesson. 


"  Horses,  and  other  animals  that  have  four  legs, 
are  called  quadrupeds." 

These  sentences  may  not  all  be  as  correctly  writ- 
ten as  they  are  printed.  There  may  be  errors  in 
spelling,  use  of  capitals,  etc.  Still  each  of  them  ex- 
presses an  idea,  and  is  a  first  step  in  composition 
writing.  At  first  it  will  be  well  rather  to  commend 
them  for  what  they  have  done  properly,  than  to  cen- 
sure them  for  any  errors  they  may  hare  made.  A 
little  encouragement  will  do  much  good,  while  a 
slight  reproof  at  the  beginning  may  prove  quite  dis- 
piriting. At  the  first  attempt,  each  will  write  but  a 
single  sentence.  This  may  be  as  much  as  it  will  be 
well  to  require,  and  if  they  do  this  fairly,  commend 
them,  and  as  a  next  step  ask  them  to  see  how  many 
sentences  each  of  them  can  write  about  a  horse. 
After  a  few  exercises  you  may  receive  something 
like  the  following :  — 

"  The  horse  is  a  very  useful  animal.  My  father 
has  a  good  horse.  His  color  is  white.  He  eats  hay 
and  oats,  and  sometimes  he  feeds  on  grass.  He  is 
very  gentle,  and  I  can  drive  him.  He  is  not  afraid 
of  the  cars,  but  a  gun  frightens  him  some.  He 
wears  iron  shoes,  which  are  nailed  to  his  feet.  His 
foot  is  called  a  hoof.  We  ought  to  use  a  horse  very 
kindly." 

If,  instead  of  this,  you  should  give  to  a  beginner 
virtue  as  a  subject,  he  would  not  write,  because  he 
would  have  nothing  to  write,  —  no  ideas  on  the  sub- 
ject. The  fault  is  not  in  the  pupil,  that  he  does  not 
write,  but  in  the  subject,  or  rather  in  yourself,  if  you 


200  THE  TEACHER'S  ASSISTANT. 

Letter-writing. 

assign  him  such  a  subject.  So  much  depends  upon 
the  selection  of  subjects,  and  the  manner  of  treating 
the  few  first  efforts,  that  you  should  make  a  special 
point  to  give  them  suitable  themes,  and  furnish  en- 
couragement by  commending  the  first  productions. 

Quite  young  pupils  may  commence  writing  sen- 
tences, as  soon  as  they  can  write  legibly.  It  will 
amuse  them,  and  serve  to  keep  them  usefully  em- 
ployed. For  such  pupils  the  subject  should,  of 
course,  be  very  simple ;  such  as  horse,  cow,  dog; 
kitten,  house,  garden,  etc. 

To  more  advanced  pupils  a  different  class  of  sub- 
jects may  be  given,  but  they  should  be  subjects  in 
which  they  feel  an  interest,  and  about  which  they 
should  be  expected  to  have  some  thoughts  and  ideas. 
An  account  of  some  journey,  a  vacation,  a  holiday, 
a  walk,  a  visit,  etc.  might  be  very  appropriate  sub- 
jects. Letter-writing'  may  very  profitably  be  intro- 
duced as  an  exercise  in  composition.  To  be  able  to 
write  a  good  letter  is,  in  itself,  quite  an  accomplish- 
ment, and  constitutes,  in  the  true  sense,  an  exercise 
in  composition.  I  would  advise  you  to  make  the 
writing  of  a  letter  a  special  lesson  occasionally.  If 
it  had  heretofore  received  more  attention  in  all  our 
schools,  we  should  not  sec  so  many  miserably  writ- 
ten letters.  By  using  the  blackboard  you  may  give 
directions  as  to  date,  address,  closing,  superscrip- 
tion, etc. 

The  following  may  serve  as  specimens  of  subjects 
for  letter-writing. 

1.  Write  to  a  cousin,  and  give  an  account  of  your 
school  and  studies. 


COMPOSITION.  201 


Another  Method. 


2.  Write  to  your  parents,  and  give  them  an  ac- 
count of  your  studies,  deportment,  etc.  for  the  last 
week  or  month. 

3.  Write  to  an  absent  brother,  sister,  or  friend, 
and   give  an  account  of  whatever  you  may  deem 
interesting. 

4.  Write  to  a  former  schoolmate,  and  tell  him 
about  your  school,  your  amusements,  and  compan- 
ions. 

5.  Write  to  your  teacher,  and  tell  how  you  have 
spent  your  vacation. 

6.  Write  to  some  absent  friend  or  relative,  and 
tell  about  your  home,  your  friends,  your  school,  etc. 

It  will  make  a  A^ery  pleasant  and  useful  exercise 
for  pupils,  to  require  them  to  change  poetry  into 
prose  in  such  manner  as  to  retain  the  same  mean- 
ing. I  will  give  an  example. 

"  Across  the  rolling  ocean 

Our  Pilgrim  Fathers  came, 
And  here,  in  rapt  devotion, 

Adored  their  Maker's  name. 
Amid  New  England's  mountains 

Their  temple  sites  they  chose, 
And  by  its  streams  and  fountains 

The  choral  song  arose." 

Changed  to  prose,  the  above  might  read  thus : 
"  Our  Pilgrim  Fathers  crossed  the  rough  ocean  that 

o  o 

they  might,  on  these  shores,  engage  in  earnest  and 
devout  worship  of  their  Creator.  They  erected 
churches  among  the  hills  and  mountains  of  Xew 
England,  and  on  the  banks  of  the  streams  and  rivers 


202  THE  TEACHER'S  ASSISTANT. 

Writing  Sentences. 

they  sung  anthems  of  praise  to  Him  who  had  sus- 
tained and  guarded  them." 

The  ideas  expressed  might  be  expanded,  and  given 
in  many  different  modes  of  expression. 

Another  method  for  giving  pupils  a  start  in  the 
exercise  of  composition  is  to  read  to  them  some  in- 
teresting story,  or  relate  to  them  an  account  of  some 
journey,  and  require  them,  on  a  subsequent  day,  to 
express  the  leading  incidents  in  their  own  language 
and  style.  From  the  outset  encourage  simplicity 
of  style  and  manner  of  expression,  and  discourage 
every  attempt  at  high-sounding  words  and  phrases. 

Give  to  a  class  a  few  words,  requesting  them  to 
write  as  many  sentences  as  there  are  words,  and  to 
incorporate  one  word  into  each  sentence.  For  ex- 
ample, let  us  suppose  you  give  the  following  words, 
by  dictation,  or  by  writing  them  upon  the  blackboard : 
good,  lesson,  scholar,  obedient,  teacher,  diligently. 
No  two  scholars  will  be  likely  to  write  precisely  the 
same  sentences.  The  A~ariety  itself  will  be  useful  in 
illustrating  the  different  wavs  in  which  the  same 

O  •/ 

word  may  be  employed.  Perhaps  one  pupil  may 
Avrite  as  follows  :  — 

"  Good  boys  Avill  obey  their  parents  in  all  things. 

"•  The  idle  boy  Avill  not  learn  his  lesson. 

"An  industrious  scholar  Avill  improve. 

"  The  obedient  pupil  Avill  love  to  do  right. 

"  The  faithful  teacher  Avill  be  happy. 

"  AVe  should  all  study  diligently" 

The  Avord  good  may  be  used  as  follows  by  differ- 
out  pupils :  - 


COMPOSITION.  203 


An  Example. 


"  We  should  all  try  to  be  good." 
"  John  gave  me  a  very  good  apple." 
"  The  good  scholar  will  obey  his  teacher." 
"  I  had  a  good  time  last  vacation."1 
"  School  will  do  us  no  good  if  we  are  idle." 
As  another  exercise,  requiring  more  effort  and 
thought,  require  a  class  to  write  a  sentence  which 
shall  contain  all  the  words.     One  may  write  thus  : 
"  A  good  scholar  will  be  obedient  to  his  teacher,  and 
will  study  his  lesson  diligently." 

So  far  as  time  will  permit,  read  the  several  sen- 
tences aloud,  or  require  the  pupils  to  do  so,  and 
make  such  criticisms  as  you  may  think  proper,  al- 
ways being  careful  not  to  subject  any  pupil  to  the 
ridicule  of  the  class.  If  a  boy  has  done  as  well  as 
he  could,  commend  him,  though  his  performance 
may  fall  far  short  of  what  you  might  wish.  This 
hint  should  pertain  to  all  exercises  of  the  school- 
room. 

I  have  alluded  to  the  correction  of  errors.  It 
must  be  expected  that  beginners  will  make  many 
mistakes  in  their  early  productions.  If  they  could 
write  without  making  errors,  it  would  not  be  neces- 
sary for  them  to  write  as  a  school  exercise.  The 
very  object  for  which  they  write  in  school  is  that 
they  may  learn  how  to  correct  their  errors,  —  learn 
how  to  express  their  thoughts  properly.  It  will  be 
your  duty  to  assist  and  encourage  them.  Very 
much  will  depend  upon  the  manner  in  which  you 
perform  your  part.  At  the  outset,  it  may  not  be 
well  to  be  over-critical ;  for,  if  beginners  should 


THE    TEACHERS    ASSISTANT. 


How  to  correct  Errors. 


have  all  their  mistakes  arrayed  before  them  at  once, 
they  might  feel  discouraged.  In  a  kindly  way 
point  out  some  of  the  more  prominent  ones  first,  — 
often  uttering  words  of  cheer,  so  far  as  you  can  do 
so  consistently.  Many  of  the  first  exercises  may  be 
written  upon  slates  ;  but  after  sufficient  practice,  let 
paper  be  used,  and  always  require  a  margin  of  an 
inch  on  the  left  for  the  designation  of  errors.  It 
will  be  most  profitable  to  require  pupils  to  correct 
their  own  errors,  —  you  merely  indicating  the  lines 
in  which  they  exist,  and  also  their  nature.  A  few 
simple  characters  may  be  used  as  expressive  of  the 
nature  of  the  mistake.  Perhaps  the  first  four  or 
five  figures  will  answer  the  purpose.  Let  it  be 
understood  that  (1)  placed  opposite  a  line  denotes 
an  error  in  spelling  ;  (2)  an  error  in  use  of  capital, 
or  neglect  of  same  ;  (3)  the  omission  of  a  word,  or 
the  repetition  of  a  word  ;  (4)  false  syntax  ;  (o)  a 
wrong  word.  If  two  or  more  errors  are  in  the  same 
line,  use  the  figures  that  indicate  all  that  exist.  To 
illustrate  my  meaning  more  clearly,  let  us  suppose 
the  following  to  be  a  composition,  with  the  errors 
designated  according  to  the  above  method. 


]  "  Qst  f-J   wt  y  Siccidetit    So      idi'f- 

come,   tot   we     art  Si  tea    o/   a/Hf/t/ntf/     au    the 
/  /  ff  /     # 

2,  5  Q/ime.         QS/  M*    ruive    afuaua     tttuf/touaitt 

ff  / 

(/({tin>/  ae/toc<£   fame   tve  wiu    cmiou  ouz  vaca* 

/  S  / 


COMPOSITION.  205 


A  School  Paper. 


tuan    i/  we  Aaa    K/(G.        Q/    u>vc 
1,  2  So  ao  to  t/ie  cottnfou  in,  vacadtan  a<)  i  ativaitd 

7  /  .  / 

5,  1  nave  a  aooa  fame  at  /iienina  veVMM  ana    in 
/  '  /          f 


m?/    ca6in<).         Ssnen    vacation, 

/ 


ovei    we     a 


neata     tefu-in    at    0en&0t    ana 


This  will  be  sufficient  to  explain  what  I  mean. 
You  will  readily  see  that  the  above  will  be  at  once 
simple  and  effective.  It  will  prove  very  beneficial 
for  pupils  to  search  for,  and  correct,  these  errors. 
I  would  recommend  that  at  first  they  correct  the 
errors  upon  the  paper  which  contains  them,  and 
that  they  then  be  required  to  rewrite  the  whole  in 
the  right  form  ;  and  I  would  also  advise  that  you 
make  the  chirography  itself  a  subject  for  criticism. 
As  an  incitement  to  effort  in  this  department,  it  is 
well  to  have  a  "  paper,"  into  which  the  best  written 
articles  shall  be  copied,  and  that,  occasionally,  ex- 
tracts be  read  from  this  paper  to  parents  and  others 
who  may  come  to  listen.  In  some  schools  an  hour 
is  devoted  to  this  semi-monthly. 

As  aids  to  the  subject  of  composition,  a  few  use- 
ful treatises  have  been  prepared,  and  are  now  before 
the  public.  For  beginners  Brookfield's  work,  pub- 
lished by  S.  A.  Hollo,  New  York,  will  be  found 
an  excellent  work.  For  more  advanced  pupils, 
Parker's  "  Aids  to  Composition,"  published  by  R. 

18 


206  THE  TEACHER'S  ASSISTANT. 

A  List  of  Subjects. 

S.  Davis,  Boston,  and  a  work  by  Quackenboss, 
published  by  the  Messrs.  Appleton,  New  York,  will 
prove  very  valuable.  But  I  would  have  you  feel 
that  in  yourself  are  the  chief  aid  and  moving  power. 
If  you  are  judicious  in  the  selection  of  subjects  and 
in  the  general  management  of  the  exercise,  you  will 
do  your  pupils  great  good  without  any  of  these  aids  ; 
but  if  you  have  not  the  right  feeling,  or  if  you  err 
in  your  instruction,  all  other  aids  cannot  compen- 
sate therefor. 

I  will  close  this  letter  by  giving   you  a  list  of 
topics  for  exercises  in  composition. 

SUBJECTS   FOR   COMPOSITION. 

1.  A  description  of  my  home. 

2.  A  description  of  my  school-house  and  its  loca- 
tion. 

3.  An  account  of  the  village  or  town  in  which  I 
live. 

4.  A  description  of  a   garden,  with   its   trees, 
plants,  and  flowers. 

5.  A  description  of  a  ship. 

6.  A.  description  of  the  ocean  and  its  uses. 

7.  The  Dog. 

8.  The  Cat. 

r          ,T  Note.  —  Those   and  other  domestic 

animals  may  form   themes   for  Com- 

10.    1  lie  Cow.  f  position.     A  description  of  each  may 


11.  The  Pin-. 


be  given,  in  which  the  habits,  mode 


^^     rn,  of  living,  uses,  etc.  may  be  considered. 

12.    1  he  Sheep. 
]:',.  The  Ox. 


COMPOSITION.  207 


List  of  Subjects,  continued. 


14.  The  Lion.          ] 

15.  The  Elephant. 
10.  The  Leopard. 
17.  The  Panther. 


Note.  —  The  countries  in.  which 
they  live,  their  appearance,  habits, 
disposition,  mode  of  living,  etc.  may 
be  named. 


18.  The  Giraffe. 

19.  The  names  and  description  of  the  wild  ani- 
mals I  have  seen. 

20.  The  Whale.      1 

91      Tl       Q     1  Note. — Where  found,  how  captured, 

—  i.   j. ne  oeai.  \ 

I   and  for  what  valuable. 

22.  The  Walrus,     j 

23.  The  fishes  I  have  seen,  and  their  uses. 

24.  The  names  of  the  common  domestic  fowls, 
and  an  account  of  their  food,  habits,  uses,  etc. 

25.  A  list  of  the  different  birds  I  have  seen,  and 
something  about  them. 

20.  Reflections  at  the  beginning  of  a  year. 

27.  Reflections  at  the  close  of  a  year. 

28.  Thoughts  at  the  commencement  of  a  school 
term. 

29.  Thoughts  at  the  close  of  a  school  term. 
CO.  Thoughts  on  the  death  of  a  friend. 

81.  Duties  to  parents. 

32.  Duties  to  teachers. 

83.  Duties  to  brothers  and  sisters. 

84.  Duties  to  schoolmates  and  associates. 

85.  Duties  to  the  poor  and  unfortunate. 

80.  Some  of  the  ways  for  promoting  happiness. 
37.  An  evening  at  home. 

88.  A  day  at  school. 

89.  The  importance  of  forming  good  habits. 
40.  Learning:  is  better  than  wealth. 


208  THE  TEACHER'S  ASSISTANT. 

List  of  Subjects,  continued. 

41.  How  to  improve  time. 


42.  Spring. 

43.  Summer. 

44.  Autumn. 

45.  Winter. 


Nate.  —  Some  of  the  peculiar  and  appro- 
priate pleasures  and  duties  of  each  season 
may  be  mentioned,  and  preferences  ex- 
pressed. 


40.  An  account  of  the  fruits  I  have  seen. 

47.  A  description  of  the  different  trees  I  have 
seen,  their  names,  appearance,  uses,  etc. 

48.  Some    of    the   most   common   vegetables,  — 
manner  of  cultivating,  uses  and  modes  of  use. 

49.  An  account  of  the  different  grains  and  grasses 
I  have  seen,  etc. 

50.  A  description  of  the  flowers  I  have  seen. 

51.  The  materials  used  in  building  houses,  and 
how  used. 

52.  Articles  of  furniture  in  a  house,  and  their 
uses. 

5o.  Uses  of  knowledge. 

54.  The  Puritans. 

55.  Fourth  of  July. 

50.  What  should  I  aim  to  be  and  do  ? 

57.  Industry. 

58.  Perseverance. 

59.  Idleness,  and  its  evils. 

60.  Disobedience. 

01.  Ivight  use  of  time. 

02.  Delays  are  dangerous  ;  —  why? 

03.  Pleasures  of  school. 

04.  The  good  scholar. 

05.  The  bad  scholar. 
00.  Good  deportment. 


COMPOSITION. 


209 


List  of  Subjects,  continued. 


and 


67.  Cruelty  to  animals. 

68.  Pleasures  of  home. 

69.  Order  ;    or,   "  A   place   for   everything, 
everything  in  its  place." 

70.  Cheerfulness. 

71.  Politeness. 

72.  Punctuality. 

73.  The  evils  of  war. 

74.  The  farmer. 

75.  The  blacksmith. 

76.  The  shoemaker. 

77.  The  tanner. 

78.  The  currier. 

79.  The  printer. 

80.  The  carpenter. 

81.  The  sculptor. 

82.  The  mason. 

83.  The  cabinet-makei 

84.  The  merchant. 

85.  The  sailor. 

86.  Pleasures  of  travelling. 

87.  An  account  of  a  journey  to 

88.  Honesty. 

89.  Truth. 
Falsehood. 


Note. — Let  a  description  of 
each  be  given,  —  their  duties 
named,  the  tools  or  implements 
used  described,  etc. 


90. 
91. 

92. 

si  on. 

93. 
long  voyage. 

94.  Thoughts  on  leaving  school. 

18* 


Thoughts  on  visiting  a  cemetery. 
Reflections  on  witnessing  a  funeral  proccs- 

Thoughts   on  seeing  a  ship  "  set  sail "  on  a 


210  THE  TEACHER'S  ASSISTANT. 

List  of  Subjects,  continued. 

95.  The  past,  —  the  present,  —  the  future. 

96.  Attention. 

97.  Adversity. 

98.  Affectation. 

99.  Benevolence. 

100.  True  courage. 

101.  Cruelty. 

102.  Carelessness. 

103.  Curiosity. 

104.  Diligence. 

105.  Education. 

106.  Early  impressions. 

107.  Friendship. 

108.  Flattery. 

109.  Gambling. 

110.  Intemperance. 

111.  Force  of  habit. 

112.  Honesty. 

113.  Happiness. 

114.  Kindness. 

115.  Music. 

116.  Sincerity. 

117.  System. 

118.  Every  man  the  architect  of  his  own  fortune. 

119.  Never  too  old  to  learn. 

120.  Selfishness. 

121.  Avoid  extremes. 

122.  Example  better  than  precept. 

123.  Our  country. 

124.  Ambition. 

125.  Contentment. 


COMPOSITION.  211 


List  of  Subjects,  concluded. 


126.  The  art  of  printing. 

127.  Commerce.     " 

128.  Fashion. 

129.  Silent  influence. 

130.  A  soft  answer  turneth  away  wrath. 

131.  The  true  object  of  life. 

132.  "Be  not  overcome  of  evil,  but  overcome  evil 
with  good." 

133.  Gratitude. 

134.  Our  duties  to  God. 

135.  "  Labor  conquers  all  things." 

Your  sincere  friend, 

C. 


LETTEK    XVI. 

GEOGRAPHY. 

MY  DEAR  FRIEND  :  — 

THE  dictionary  tells  us  that  geography  is  a  de- 
scription of  the  earth ;  and  in  all  our  schools  the 
pupils  commence  the  study  of  this  branch  by  com- 
mitting the  definition  to  memory.  This  is  all  well 
as  far  as  it  goes ;  but  too  often  the  words  are  re- 
peated without  having  any  definite  idea  connected 
Avith  them.  Hence  it  is  true  that  children  study 
geography  for  weeks  and  months  without  gaining 
any  correct  and  practical  views.  In  all  your  teach- 
ing, it  should  be  your  aim  to  impart  or  awaken 
ideas.  Cause  your  pupils  to  feel  that  words  are 
useless,  except  as  symbols  of  ideas,  and  that  they 
arc  but  unmeaning  sounds,  unless  they  convey 
ideas.  The  definition  of  a  peninsula,  for  example, 
may  be  repeated  by  a  pupil  for  the  hundredth  time, 
and  yet  give  no  accurate  impression  of  the  thing  de- 
fined. If  possible,  awaken  thoughts  in  the  minds  of 
your  pupils,  and  then  lead  them  to  use  right  words 
as  expressive  of  those  thoughts.  It  would  greatly 
amaze  you  to  know  how  much  some  pupils  arc  able 


GEOGRAPHY.  213 


Illustrative  Anecdotes. 


to  recite  from  the  Geography,  while,  for  all  availa- 
ble, practical  purposes,  they  are  as  ignorant  as 
untutored  children.  A  gentleman  once  took  an 
apple,  for  the  purpose  of  illustrating  to.  his  niece, 
sixteen  years  of  age,  who  had  studied  geography 
for  several  years,  the  shape  and  motion  of  the 
earth.  She  looked  at  him  a  few  minutes,  and  said, 
with  much-  earnestness :  "  Why,  uncle,  you  don't 
really  mean  to  say  that  the  earth  turns  round,  do 
you  ?  "  "  Certainly,"  he  replied  ;  "  did  you  not 
learn  that  several  years  ago  ?  "  "  Why  yes,"  said 
she,  "  I  learned  it,  but  I  never  knew  it  before." 
So  it  is  with  many  pupils  in  our  schools ;  they  learn 
without  knowing. 

A  late  writer  in  an  English  paper  gives  the  follow- 
ing, which  admirably  illustrates  our  point.  "  One 
little  incident  we  must  mention,  as  illustrating  edti- 
cation  by  rote.  Walking  to  church,  one  Sunday,  in 
Skye,  we  were  followed  by  a  slip  of  a  lad  some  ten 
or  eleven  years  of  age,  who,  on  putting  some  ques- 
tions to  him,  volunteered  to  name  all  the  capitals  in 
Europe,  which  he  did  with  marvellous  dexterity. 
From  Europe  he  crossed  to  South  America,  and  rat- 
tled out  the  names  of  the  capitals  with  the  accuracy 
of  a  calculating  machine.  From  South  America  he 
started  off  to  Asia,  and  finally  brought  up  at  Jeddo, 
in  Japan.  We  were  rather  sceptical  as  to  the  value 
of  such  acquirements,  and,  indeed,  as  to  the  reality 
of  any  information  having  been  conveyed  to  the 
lad's  mind  by  the  formidable  muster-roll  of  words 
that  had  been  stuffed  into  his  mouth.  We  there- 


214  THE  TEACHER'S  ASSISTANT. 

The  Snuff-Box. 

fore  asked  him,  '  Can  you  tell  us  the  name  of  the 
island  on  which  you  live  ?  '  But,  notwithstanding 
his  lore,  he  had  not  learned  that  he  lived  in  the 
Isle  of  Skye.  To  make  quite  sure  of  the  fact,  we 
requested  the  captain  of  the  steamer  to  repeat  the 
question  in  Gaelic,  but  there  was  no  "  Skye  "  forth- 
coming. He  knew  the  name  of  the  parish,  and  of 
all  the  capitals  in  the  world,  but  not  of  the  island 
he  lived  in.  There  being  a  schoolmaster  present, 
accidentally,  we  thought  the  occasion  too  good  to 
be  lost  to  show  the  worthlessness  of  word-stuffing, 
and  ventured  another  question :  '  Now,  my  lad, 
you  have  told  us  the  names  of  nearly  all  the  capi- 
tals in  the  world  ;  is  a  capital  a  man  or  a  beast  ? ' 
*  It 's  a  beast,'  said  the  boy,  quite  decisively.  So 
much  for  words  without  understanding.  In  the 
next  school  inspection,  that  boy  will  probably  pass 
for  a  prodigy,  and  will  figure  in  statistical  reports 
as  an  example  of  what  good  education  can  do." 

From  these  derive  a  lesson,  and  be  sure  that  your 
pupils  know  what  they  learn.  True  learning'  im- 
plies the  possession  of  knowledge^,  True  teaching 
implies  the  giving  of  information  ;  and  when  this  is 
attempted  by  means  of  illustrations,  they  should  be 
made  simple  and  expressive.  An  English  teacher 
was  once  drilling  his  pupils  preparatory  to  an  an- 
ticipated visit  from  the  committee.  "  Very  likely," 
said  the  master,  "  you  will  be  asked  of  what  shape- 
the  earth  is  ;  and  if  you  forget,  look  towards  me, 
and  I  will  show  you  my  snuff-box  to  remind  you  of 
its  shape."  It  so  happened  that  the  teacher  had 


GEOGRAPHY.  215 


Word  Answers  not  enough. 


two  snuff-boxes,  —  a  round  one,  which  lie  used  on 
Sundays,  and  a  square  one,  that  he  used  on  other 
days.  As  was  expected,  the  committee-man  asked 
one  of  the  lads,  "  What  is  the  earth's  shape  ?  " 
After  a  moment's  embarrassment,  he  turned  his  eye 
towards  the  teacher,  and,  seeing  the  snuff-box,  said : 
"  It  is  round  on  Sundays,  but  square  the  rest  of  the 
week." 

It  will  be  my  object  in  this  letter  to  give  you 
some  hints  on  teaching  geography.  In  many 
schools,  it  is  the  custom  for  pupils  to  commit  to 
memory  the  answers  in  the  book,  and  if  these  are 
repeated  accurately,  it  is  sufficient.  If,  in  answer 
to  the  question,  "  What  is  an  isthmus  ?  "  the  pupil 
says,  "  A  neck  of  land  uniting  a  peninsula  to  the 
mainland,"  it  is  perfectly  satisfactory,  notwith- 
standing the  pupil  may  have  no  well-defined  idea 
cither  of  "  peninsula  "  or  "  mainland."  Let  mo 
advise  you  not  to  be  satisfied  with  mere  word  an- 
swers, but,  by  asking  questions,  ascertain  that  defi- 
nite and  correct  ideas  accompany  the  utterance  of 
those  words. 

Aim  to  bring  every  term  and  definition  within 
the  comprehension  of  your  pupils.  So  far  as  pos- 
sible, do  this  by  using  familiar  illustrations,  —  the 
simpler,  the  better.  For  a  child  to  say  that  the 
earth  is  round,  conveys  no  true  impression.  A  dol- 
lar is  round  ;  the  trunk  of  a  tree  is  round ;  a  cup 
is  round;  but  neither  of  them  round  like  the  earth. 
If  you  have  a  globe,  you  can  readily  explain  the 
earth's  rotundity;  but  if  you  have  none,  use  an 


216  THE  TEACHER'S  ASSISTANT. 

Geographical  Cards. 

apple,  an  orange,  or  a  ball.  All  our  maps  represent 
the  earth  as  on  a.  flat  surface.  Explain  this,  and 
cause  your  pupils  to  see  that  these  maps  simply 
represent  the  surface  of  the  globe,  spread  out  for 
our  convenience  ;  and  that,  if  a  globe  of  the  right 
size  should  be  prepared,  these  several  maps  could 
be  made  to  cover  it  in  proper  form.  See  to  it  that 
all  the  geographical  terms  are  perfectly  understood. 
Question  your  pupils  concerning  island,  peninsula, 
continent,  isthmus,  cape,  promontory,  mountain, 
valley,  ocean,  sea,  lake,  river,  gulf,  bay,  <fec.,  until 
you  are  satisfied  they  know  precisely  what  is  meant 
when  either  of  these  terms  is  used.  In  this  con- 
nection, I  would  commend  to  your  attention  a  series 
of  geographical  cards,  published  by  Messrs.  J.  II. 
Colton  &  Co.,  New  York.  These  cards  convey 
through  the  eye  a  clear  impression  of  the  object 
defined.  No.  1  represents  a  beautiful  island,  with 
trees  and  dwellings  upon  it,  and  boats  and  vessels 
around  it.  From  a  moment's  glance  at  this  pic- 
ture a  mere  child  will  understand  what  an  island  is. 
All  the  other  terms  above  alluded  to  are  clearly 
illustrated  in  the  same  wray.  If  you  have  not 
these  cards  at  hand,  take  a  little  time,  and,  by  use 
of  maps  or  blackboard,  make  each  term  as  plain 
as  possible. 

In  commencing  geography,  it  will  be  well  to 
begin  near  home.  The  idea  of  boundary,  location, 
relative  position,  and  distance,  may  be  given  by 
some  simple  illustration.  The  school-house,  or  its 
yard,  —  if  you  are  so  fortunate  as  to  have  one,— 


GEOGRAPHY.  217 


Drawing  recommended. 


may  be  taken  for  a  lesson.  Its  north,  east,  south, 
and  west  boundaries  may  be  given.  Tell  your 
pupils  that  their  fathers'  gardens  or  farms  are 
bounded  by  those  farms  or  gardens  or  streets  which 
adjoin  them,  and  that  to  give  the  boundaries  of  a 
town,  state,  or  country,  is  to  give  the  towns,  states, 
countries,  or  waters  which  lie  next  to  them.  For 
the  sake  of  system,  require  all  boundaries  to  be 
given  commencing  with  the  north,  and  then  pro- 
ceeding to  east,  south,  and  west. 

In  giving  some  idea  of  location  and  relative  posi- 
tion of  places,  require  them  to  draw  a  representa- 
tion of  the  street  from  their  homes  to  the  school- 
room ;  or,  in  the  first  place,  give  them  an  example 
by  representing  upon  the  blackboard  some  promi- 
nent street,  with  the  dwellings  and  other  objects  of 
general  interest.  This  exercise  of  drawing  may  be 
commenced  quite  early,  and  continued  through  the 
whole  period  of  studying  geography.  The  benefits 
will  be  many  and  great. 

The  following  extract  *  contains  many  valuable 
suggestions. 

'•  In  order  to  impart  clear  ideas  in  teaching  geog- 
raphy, it  is  indispensable,  first,  that  the  figure  and 
motions  of  the  earth  bo  clearly  understood.  To  ac- 
complish this,  the  teacher  must  have  at  hand  maps 
and  globes,  to  which  reference  should  be  constantly 
hud.  A  knowledge  of  the  definitions,  also,  is  indis- 


*  From  a  late  report  of  J.  W.  Bulkier,  Superintendent  of  Schools 
in  the  city  of  Brooklyn. 

10 


218  THE  TF.ACHKK'S  ASSISTANT. 


J.  W.  Bulklcv's  Views. 


pcnsablc.  But  verbal  definitions  are  of  little  worth, 
unless  the  thing  denned,  and  its  relations,  use,  &c. 
are  understood.  Much  time  is  usually  spent  on 
Descriptive  Geography.  This  department  of  the 
subject  should  receive  attention,  but  it  is  by  no 
means  the  most  important,  because,  in  its  nature, 
it  is  the  most  liable  to  change.  What  is  true  of  a 
particular  locality  or  district  to-day,  may  have  ma- 
terially changed  in  the  course  of  a  single  year. 
Attention  should  be  directed  rather  to  principles. 
These  change  not ;  and  without  a  knowledge  of 
them,  no  one  can  lay  claim  to  anything  of  geo- 
graphical science. 

"  The  earth  being  one  of  the  planets  of  the  solar 
system,  the  pupil  should  be  made  acquainted,  after 
he  has  gained  some  knowledge  of  maps  and  the 
globe,  with  so  much  of  Mathematical  Geography  and 
Astronomy  as'may  be  necessary  to  give  him  an  idea 
of  the  relations  of  the  earth  to  the  system,  and  the 
general  phenomena  pertaining  to  this  body.  He 
may  be  easily  taught  how  to  find  north  and  south 
by  showing  him  the  polar  star  and  the  sun  at  noon, 
the  shadow  then  falling  towards  the  north.  The 
other  points  of  the  compass  would  be  clearly  under- 
stood ;  and  then  he  would  know  the  true  meaning 
of  these  in  nature  as  well  as  on  the  map,  which  is 
an  important  point  gained. 

"  The  form  of  the  earth,  and  the  reasons  and  evi- 
dences of  its  rotundity,  could  here  be  explained  in 
such  away  as  to  interest  and  awaken  thought  in  the 
pupil,  and  carry  conviction  to  his  understanding. 


GEOGRAPHY.  219 


Axis  and  Equator  explained. 


The  motion  of  the  earth  on  its  axis,  and  rotation 
in  its  orbit,  Avill  claim  attention  also.  Here  let  such 
models  as  represent  a  sphere  and  hemisphere,  and 
such  lines  as  represent  a  circle,  diameter,  and  right, 
curved,  and  parallel  lines,  be  exhibited,  explained, 
and  their  use  and  application  shown.  An  idea  of 
the  axis  of  the  earth  may  bo  given  by  running  a 
wire  through  an  apple,  and  turning  the  same  upon 
it ;  the  diameter  of  the  apple  representing  the  axis, 
and  the  ends  of  the  axis  the  poles  ;  and  these  not 
extending  beyond  the  surface,  as  often  represented 
on  maps,  but  terminating  there.  Care  should  hero 
be  taken  to  have  the  pupil  understand  that  the  axis 
is  not  a  real,  but  an  imaginary  line.  Next  let  the 
equator  be  described;  and 'let  it  be  seen  that,  not- 
withstanding it  appears  like  a  straight  line  on  the 
map,  it  is  nevertheless  a  true  circle.  This  can 
easily  be  shown  by  tracing  this  line  on  a  globe,  or 
winding  a  thread  around  an  apple  or  ball. 

"  This  line  (the  equator)  would  furnish  the 
teacher  with  thoughts  which  would  not  only  in- 
terest and  instruct  his  pupils,  but  be  of  importance 
in  understanding  the  general  subject.  Here,  the 
days  and  nights  arc  always  equal,  the  sun  rising 
and  setting  at  six  o'clock,  with  a  very  short  twi- 
light ;  consequently,  darkness  comes  on  almost  im- 
mediately after  sunset.  Here,  the  temperature  is 
nearly  the  same  at  all  seasons,  being  generally  as 
high  as  eighty  or  eighty-two  degrees.  This  would 
be  understood  by  reference  to  our  hot  days  in  sum- 
mer. Here,  animals  and  plants  differ  much  from 


220  THE  TEACHER'S  ASSISTANT. 

Latitude  and  Longitude. 

our  own.  The  teacher  would  name  some  of  the 
most  important,  and  describe  them.  Here,  the  sun 
is  vertical  at  noon  on  the  20th  of  March  and  the 
28d  of  September,  when  bodies  cast  no  shadow. 
Here,  the  polar  star  is  in  the  horizon,  and  the  Great 
Bear  near  the  same  line  or  below  it.  Here,  the 
story  of  the  old  '  Salts '  to  the  young  sailors,  on  ap- 
proaching the  burning-  line,  concerning  old  '  Father 
Neptune,'  and  the  terrible  ordeal  to  which  he  sub- 
jects all  who  cross  it  the  first  time,  may  be  told. 

"  Again,  the  subjects  of  latitude  and  longitude, 
the  tropics,  polar  circles,  and  tho  zones,  each  in 
order,  should  be  carefully  explained  and  well  under- 
stood. The  pupil  should  distinctly  understand  that 
latitude  must  be  measured  on  the  meridian,  and 
that  the  meridian  line  is  that  which  runs  north  and 
south  of  a  given  place  ;  that  all  places  on  the  same 
parallel  must  have  the  same  latitude  ;  that  these  on 
the  globe  are  marked  on  the  brass  meridian,  and  in 
maps  on  their  sides ;  and  that  a  degree  is  about 
sixty-nine  miles.  The  tropics  may  be  the  next  sub- 
ject presented.  Their  distance  from  the  equator 
shown,  and  why;  the  space  included  between  them, 
its  name,  why  so  called ;  its  productions,  animal 
and  vegetable  ;  its  climate  ;  and  that,  when  the  sun 
is  vertical  at  the  tropic  of  Cancer,  the  northern 
hemisphere  has  the  long  day  of  summer,  and  tho 
southern  the  long  day  of  winter,  at  the  same  time  ; 
and  that,  when  the  sun  is  vertical  at  Capricorn,  tho 
opposite  takes  place,  as  to  length  of  day  and  season, 
in  the  northern  hemisphere.  Here  the  question 


GEOGRAPHY.  221 


Difference  of  Time. 


may  be  answered  in  relation  to  the  polar  circles, 
why  drawn  the  same  distance  from  the  poles  as  the 
tropics  from  the  equator  ?  The  temperate  and 
frigid  zones,  in  their  climate,  seasons,  length  of  the 
days  and  nights,  and  other  important  facts,  may  be 
described,  and  the  same  contrasted  with  the  torrid. 
An  interesting  fact  for  the  pupil  to  understand, 
namely,  how  it  is  that  the  earth's  surface  has  two 
divisions  of  constantly  equal  day  and  night,  at  the 
poles  six  months  each,  and  at  the  equator  of  twelve 
hours  each,  while  the  other  parts  of  the  earth's  sur- 
face have  unequal  day  and  night,  should  here  bo 
explained. 

"  Instruction  in  longitude  should  be  given,  in  con- 
nection with  time,  as  all  places  under  the  same 
meridian  have  the  same  time,  and  opposite  merid- 
ians a  difference  of  twelve  hours.  Let  it  be  ex- 
plained, that  longitude  must  be  reckoned  in  degrees, 
minutes,  and  seconds,  along  the  parallel  of  the  given 
place,  and  marked  on  the  equator,  on  the  globe,  or 
on  maps  at  the  top  or  bottom.  An  interesting  prob- 
lem may  now  be  explained,  —  the  difference  of  time 
at  different  places.  The  earth  makes  a  revolution 
in  twenty-four  hours.  A  circle  contains  three  hun- 
dred and  sixty  degrees.  Now,  if  we  divide  three 
hundred  and  sixty  by  twenty-four,  we  obtain  fifteen. 
An  hour  is  equal,  then,  to  fifteen  degrees  of  longi- 
tude. Or,  if  we  divide  an  hour  (sixty  minutes)  by 
fifteen,  we  get  four  minutes,  which  is  equal  to  one 
degree,  a  result  corresponding  with  the  first.  The 
time  of  the  place  farthest  east  will  be  in  advance  of 
.  19* 


222  THE  TEACHER'S  ASSISTANT. 

Hints  by  Professor  Camp. 

the  one  in  the  opposite  direction.  Thus  the  pupil 
has  the  elements  by  which  to  ascertain  the  time  of 
any  given  place,  and  the  difference  between  it  and 
his  own  and  other  places." 

In  teaching  geography,  a  set  of  outline  maps  will 
be  found  of  great  value.  With  a  set  of  such  maps, 
the  subject  may  be  taken  up  by  topics,  and  made 
very  interesting  and  profitable.  I  know  not  how  I 
can  better  express  my  views  as  to  the  beginning  of 
instruction  in  geography,  and  also  in  relation  to 
the  use  of  outline  maps,  than  in  the  language  of 
Professor  Camp,  in  his  hints  to  teachers  as  contained 
in  his  Geography,  prepared  to  accompany  Mitchell's 
excellent  set  of  Outline  Maps.  Any  teacher  who 
will  follow  the  plan  thus  pointed  out  can  hardly  fail 
of  success. 

"  In  introducing  the  study  of  geography  to  a 
class  of  young  pupils,  their  attention  should  first  be 
directed  to  the  school-yard,  or  a  portion  of  the  road, 
or  fields ;  prominent  objects  should  bo  pointed  out, 
and  their  relative  position  and  distance  noted.  The 
whole  should  then  be  represented  on  the  blackboard, 
by  the  teacher.  Thus  would  be  conveyed  to  the 
child  the  idea  of  a  map.  This  map  should  be  copied 
on  a  slate,  by  each  member  of  the  class,  and  recited 
from  as  a  lesson.  Additions  of  surrounding  fields, 
roads,  etc.  should  be  made  at  successive  lessons,  till 
a  map  of  the  district,  village,  town,  or  city  be  com- 
pleted. 

"  Various  natural  features  should  be  described 
when  located,  such  as  brooks,  ponds,  hills,  and  isl- 


GEOGRAPHY.  223 


On  Outline  Slaps. 


ands ;  the  points  of  the  compass  indicated ;  the 
boundaries,  peculiarities,  and  general  features  of 
the  whole  taught  orally,  and  by  actual  view  of  the 
same,  if  possible. 

"  By  similar  and  successive  steps,  the  geography 
of  the  county  or  parish  should  be  taught,  while  an 
outline  of  the  same  is  made  upon  the  board  and 
copied  by  the  class. 

"  The  excellent  State  maps  now  published,  will 
give  the  teacher  an  opportunity  to  teach  well  the 
geography  of  the  pupil's  own  State. 

"  When  this  is  done,  the  class  or  school  will  be 
prepared  to  study  with  advantage  from  the  text- 
book. 

"  The  geographical  definitions  should  be  thor- 
oughly committed  to  memory,  and  illustrated  from 
the  maps,  and  by  a  globe. 

"  In  the  use  of  the  outline  maps,  it  is  desirable 
that  the  class  lie  so  arranged  that  they  will  face  the 
north,  with  the  map  before  them.  The  teacher 
should  point  out  the  country  or  part  of  the  world 
to  be  studied,  calling  the  attention  of  the  class  to 
any  peculiarities  of  configuration  or  position. 

"  The  pupils  should  then  become  so  familiar  with 
each  map,  the  natural  features  represented,  the 
political  divisions,  and  the  locality  of  places,  as  to 
recognize  them  by  their  forms  or  positions,  without 
their  names  accompanying. 

"  This  can  be  secured  by  oral  instruction,  by  a 
careful  study  of  the  map  with  the  key  in  the  Geog- 
raphy, and  by  drawing  the  map  on  the  slate  or  pa- 


224  TUE  TEACHER'S  ASSISTANT. 

The  Principle  of  Association. 

per,  putting  down  the  parallels  and  meridians,  and 
accurately  filling  up  the  outline  with  the  natural 
and  political  divisions. 

"  The  principle  of  association,  according  to  some 
particular  order  of  arrangement,  will  aid  the  mem- 
ory in  retaining  the  name  of  each  place  or  division. 
The  following  order  has  long  been  used  by  some  of 
the  best  teachers  of  Xew  England,  and  has  been 
adopted  in  the  arrangement  of  the  maps  and  key. 
Commencing  with  each  map  at  the  upper  left-hand 
corner,  or  northwest  part,  and  proceeding  around 
the  map  to  the  right,  let  the  pupil  in  recitation  pro- 
nounce distinctly  the  names  classified  as  follows. 

1.  Countries. 

2.  Oceans,  seas,  gulfs,  and  bays. 

3.  Straits,  channels,  and  sounds. 

4.  Islands. 

f*  Capes,  peninsulas,  and  isthmuses. 
G.  Mountains  and  deserts. 
7.  Lakes  and  rivers. 

"  Or  the  teacher  may  pronounce  the  name,  and 
let  the  pupil  point  out  the  thing  named,  on  the  map. 
"  Each  map  is  to  be  reviewed  by  promiscuous 
questions.  A  few  of  these  have  been  given.  But 
the  teacher  should  multiply  and  vary  tbem,  as  cir- 
cumstances require. 

u  Fur  classes  of  advanced  scholars,  topical  in- 
struction Avill  be  productive  of  very  beneficial 
results.  Tbe  country  to  be  studied  having  been 
selected,  the  teacher  should  assign  a  topic  to  each 
pupil,  who,  with  a  given  and  definite  subject  before 


GEOGRAPHY.  225 


Topics  named. 


him,  should  consult  reference-books,  public  and  pri- 
vate libraries,  and  all  sources  of  available  informa- 
tion. 

"  The  following  list  of  topics  can  be  used,  or  so 
much  of  it  as  is  adapted  to  the  attainments  of  the 
class,  or  their  means  of  obtaining  the  facts  re- 
quired. 

"  LIST    OF   TOPICS    FOR   ADVANCED    CLASS. 

1.  Situation,  extent,  and  boundaries. 

2.  Coast  (indentations  and  projections). 

3.  Rivers  and  lakes. 

4.  Surface  (mountains,  plains,  plateaus,  etc.). 

5.  Soil  and  climate. 

6.  Productions    (animal,   vegetable,    and    min- 
eral). 

7.  Manufactures. 

8.  Commerce  (exports  and  imports). 

9.  Cities  and  towns  (capital,  seaports,  and  man- 
ufacturing towns). 

10.  Travelling  facilities. 

11.  Inhabitants  (population,    manners,   and  cus- 
toms). 

1  '1.  Government. 

13.  Education  and  religion. 

14.  History  (colonial  possessions). 

1").  Miscellaneous  (natural  curiosities,  places  and 
objects  of  interest,  distinguished  persons,  etc.)." 

For  reviews  in  geography,  the  following  arrangi)- 
ment  of  topics  will  be  found  a  good  one. 

1.  Situation,  boundary,  latitude,  and  longitude. 


226  THE  TEACHER'S  ASSISTANT. 

Topics  for  Review. 

2.  General  divisions. 

3.  Islands,  peninsulas,  capes,  and  isthmuses. 

4.  Mountains,  plateaus,  and  deserts. 

5.  Capitals,  cities,  and  important  towns. 

6.  Oceans,  seas,  and  archipelagos. 

7.  Gulfs,  bays,  and  harbors. 

8.  Straits,  channels,  and  sounds. 

9.  Rivers  and  lakes. 

10.  Government,  —  in   whom   vested,    and   how 
administered. 

11.  Religion  and  education. 

12.  Agricultural  productions. 
1-3.  Mechanical  productions. 

14.  Miscellaneous,  —  as,  modes  of  travel,  objects 
of  interest,  etc. 

Let  us  suppose  that  North  America  is  to  receive 
attention  according  to  the  above  order,  and  that  the 
class  has  studied  with  reference  to  the  same.  One 
pupil  is  called  upon  for  an  answer  to  the  first.  If 
you  have  outline  maps,  require  him  to  go  to  the 
same,  and,  with  a  pointer,  to  trace  the  outlines,— 
give  the  boundaries,  latitude,  and  longitude.  The 
pupil  culled  upon  to  answer  Xo.  4  should  be  re- 
quired to  point  out  the  several  places  as  he  names 
lliem.  The  list  of  topics  treated  in  this  wav  will 
embrace  all  the  important  points  in  relation  lo  the 
country  under  consideration. 

Here  let  me  caution  you  against  the  very  com- 
mon error  of  indistinct  or  incorrect  pronunciation 
of  geographical  terms  and  names.  How  often  do 
w  ;  heai-  A  flic  for  Arctic,  Missippy  for  Mississippi, 


GEOGRAPHY.  227 


Voyages  described. 


Carlina  for  Carolina,  Fellydelfy  for  Philadelphia, 
As/ice  for  Asia,  Mederanean  for  Mediterranean, 
etc.  It  will  be  well  occasionally  to  devote  an  hour 
to  the  pronouncing  and  spelling  of  geographical 
names,  and  especially  such  as  are  often  mispro- 
nounced. 

In  addition  to  the  hints  named,  you  will  find  it 
an  excellent  plan,  occasionally,  to  require  your  pu- 
pils to  describe  the  course  of  a  ship  from  one  coun- 
try to  another.     For  example,  — 
From  New  York  to  Manilla. 

"     Boston  to  Melbourne. 

"     Philadelphia  to  Constantinople. 

"     New  York  to  San  Francisco. 

"  Boston  to  the  Sandwich  Islands. 
Let  them  go  to  the  outline  maps,  and,  with  a 
pointer,  designate  the  route  of  a  ship,  and  give  such 
information  as  they  can  in  relation  to  these  places, 
naming  their  imports  and  exports,  the  probable 
length  of  the  voyage,  etc.  It  may  be  well  to  call 
upon  some  pupil,  daily,  for  an  exercise  of  this  kind. 
It  will  occupy  but  a  few  minutes,  and  may  be  made 
both  interesting  and  profitable.  After  one  pupil  has 
given  all  the  information  he  possesses,  give  others 
an  opportunity  to  add  other  particulars. 

Another  exercise  mayj>c,  to  require  a  class  to 
write,  in  letter  form,  some  geographical  account  of 
a  State  or  country.  For  instance,  a  letter  relating 
to  Massachusetts,  in  which  its  situation,  boundaries, 
chief  rivers,  mountains,  productions,  exports,  im- 
ports, educational  condition,  etc.  may  be  stated. 


228  THE  TEACHER'S  ASSISTANT. 


An  Occasional  Method. 


This  may  be  made  a  useful  exercise  in  composition, 
as  well  as  in  geography. 

Much  interest  may  be  excited  in  a  class  by  the 
following  plan,  which  I  have  often  seen  adopted 
with  pleasing  results.  Let  the  first  in  order  name 
some  city,  state,  country,  mountain,  river,  etc.  ; 
let  the  next  in  order  tell  where  it  is,  and  give  all 
the  information  he  can  concerning  it ;  and  then  give 
to  the  next  some  place  commencing  with  the  last 
letter  of  his  own  topic,  and  so  on.  Sometimes  it 
will  be  Avcll  to  limit  the  names  or  topics  to  cities, 
sometimes  to  countries  or  rivers,  etc.  An  exercise 
of  this  kind,  once  or  twice  weekly,  will  excite  much 
interest  in  a  class,  and  lead  to  investigation. 

If  one  is  unable  to  give  any  information,  or  gives 
it  incorrectly,  let  him  pass  to  his  seat,  and  the  next 
in  order  make  the  trial.  To  illustrate  this  let  us 
suppose  a  class  of  six  members,  whom  we  will  desig- 
nate by  the  figures  1,  2,  8,  4,  5,  6. 

1.  London? 

2.  London,  the  most  important  and  largest  city 
in    the  world,  is  situated  on   the  river  Thames,   in 
England,  and  is  the  capital  of  the  British   empire. 
1 1  contains  a  population  of  nearly  3,000,000,  and  is 
in    all   respects  a  city  of  immense  influence.      (To 
the  next.)     New  York?     * 

•}.  NYw  York  is  the  name  of  one  of  the.  United 
States,  and  also  of  the  largest  city  in  the  Union. 
The  city  of  New  York  is  situated  on  Manhattan 
Island,  arid  it  is  the  most  important  and  influential 
city  of  the  New  World.  The  island,  on  which  it  is 


GEOGRAPHY.  229 


A  Specimen  Exercise. 


situated,  is  thirteen  and  a  half  miles  long,  and  about 
two  miles  wide  in  its  widest  part.  The  population 
is  about  650,000.  It  was  first  settled  by  the  Dutch, 
in  1G12.  (To  the  next.)  Knoxville  ? 

4.  Knoxville  is  a  flourishing  city  in  Tennessee. 
It  is  on  the  Holston  River,  and  was  formerly  the 
capital  of  the   State.     It  has  a  university  and  an 
asylum  for  the  deaf  and  dumb.     (To  the  next.) 
Edinburgh  ? 

5.  Edinburgh   is   the    capital  and   metropolis  of 
Scotland.     As  the  centre  of  learning,  it  is  the  most 

.distinguished  town  in  the  British  empire.  It  is  in 
many  respects  an  important  city.  It  is  particularly 
noted  for  its  excellent  and  elegant  buildings.  The 
name  Edinburgh  ("  Edwin's  castle  or  fort")  is  sup- 
posed to  be  derived  from  Edwin  a  Saxon  prince. 
It  was  anciently  written  Edwinsburgh,  etc.  (To 
the  next.)  Hartford? 

(').  Hartford  is  one  of  the  capitals  of  Connecticut. 
Jt  is  on  the  west  bank  of  the  Connecticut  River,  and 
is  a  city  of  much  enterprise.  Trinity  College  is 
located  at  ILirtford.  The  American  Asylum  lor 
tin1  Deaf  and  Dumb  is  in  this  city.  There  is  also  an 
asylum  for  the  insane,  —  which  is  one  of  the  most 
noted  and  best  conducted  in  the  United  States,  etc. 

These  are  merely  given  as  examples.  You  will 
ivadilv  see  to  what  extent  an  exercise  of  this  kind 
may  be  carried,  —  and  especially  if  the  class  is  large. 
It  will  be  well,  after  a  few  trials,  to  require  all  the 
prominent  particulars  in  relation  to  each  topic  or 
place  to  be  given  ;  but  at  first,  if  a  few  are  cor- 
20 


230  THE  TEACHER'S  ASSISTANT. 

Mariue  Journal. 

rectly  given,  it  may  answer.  After  one  has  stated 
what  he  may  have  to  say,  an  opportunity  may  be 
given  for  others  to  add  any  particulars  not  already 
given.  An  additional  interest  and  advantage  may 
be  secured  by  making  the  spelling  of  the  names 
given  a  part  of  the  exercise. 

Another  interesting,  useful,  and  practical  lesson 
may  be  obtained  from  the  items  in  a  common  "  Ma- 
rine Journal."  Let  us  take,  for  illustration,  the 
following,  which  I  find  in  a  New  York  newspaper. 

MARINE  JOURNAL. 

PORT  OF  NEW  TORK,  AUGUST  5. 

Cleared. 

Steamships  —  Roanoke,  Skinner,  Norfolk,  Ludlam  &  Pleasants; 
Kangaroo,  Jeffrey,  Liverpool,  J.  G.  Dale ;  Illinois,  Boggs,  Aspin- 
wall,  M.  O.  Roberts. 

Ships  —  Ocean  Pearl,  Chandler,  New  Orleans,  N.  II.  Brigham ; 
Mutoro,  Dillingham,  Valparaiso,  A.  Ladd;  H.  Von  Gagcn,  Reiiner, 
Hamburg,  W.  F.  Schmidt ;  Horatio,  Hathaway,  Cowes  and  a  mar- 
ket, Jas.  E.  Ward  &  Co. 

Barks  —  William,  Heath,  Gibara,  C.  &  E.  J.  Peters;  Cavnllo, 
Washington,  Lavaeca,  J.  II.  Brower  &  Co.  ;  Nazarine,  Smith,  Beim- 
ventura,  M.  M.  Bachey. 

Brigs — Lydia  Francis,  Hall,  Philadelphia,  Yates  &  Porterfield  ; 
Crimea,  Hickborn,  Philadelphia,  Walsh,  Carver,  &  Chase  ;  Williel- 
mina  (Brem.),  Ilowyer,  Laguayra,  Biirchard  &  Burk  ;  Edinburgh, 
Bartlett,  Philadelphia,  T.  II.  Sandford ;  Flying  Eagle,  Conant,  Ali- 
cante, R.  P.  Buck  &  Co.;  Vulcan  (Br.),  Card,  Windsor,  D.  R. 
I)e  Wolff;  A.  15.  Cook,  Leigliton,  Philadelphia,  <i.  W.  Simpson. 

A  m'reil. 

R.  M.  steamship  Persia  (Br.),  Judkins,  Liverpool,  Julv  25.  incise. 
and  pass,  to  E.  Cunard.  July  25,  passed  ship  Countess  (of  England), 
bound  in  ;  Aug.  1.  hit.  47  2(1,  Ion.  50  K>,  passed  a  cutter  steering  W., 
showing  Spanish  <  olors ;  2d,  hit.  44  40,  Ion.  57  32,  exchanged  sig- 


GEOGRAPHY. 


Marine  Journal. 


nals  with  Br.  ship  Onward,  bound  E. ;  3d,  at  8  a.  m.,  lat.  42  26,  Ion. 
62  56,  passed  steamship  Vandcrbilt,  hence  for  Southampton ;  same 
day,  at  9^  a.  m.,  lat.  42  18,  Ion.  61  21,  passed  steamship  Atlantic, 
hence  for  Liverpool ;  the  Persia  arr.  off  Sandy  Hook  on  the  4th,  at  8 
p.  m. ;  Aug.  1,  wind  easterly,  light  breeze  and  cloudy,  at  8  p.  m., 
Cape  Race  Light  abeam  ;  4th,  at  6^  a.  m.,  lat.  40  23,  Ion.  71  25, 
calm,  with  dense  fog,  took  a  pilot  from  the  Edwin  Forrest,  No.  14. 

Steamship  New  York  (Br.  screw),  Craig,  Glasgow,  July  22,  mdse. 
and  pass,  to  J.  McSymon.  Has  experienced  strong  westerly  gales 
for  the  first  5  days ;  on  the  25th,  had  a  heavy  gale  from  W.  N.  W. ; 
26th,  signalled  Brem.  ship  Janson,  Smidt,  bound  W. ;  29th,  at  5^ 
a.  m.,  signalled  steamship  Arabia,  for  Liverpool ;  30th,  at  9  p.  m.,  a 
large  steamer  passed,  bound  W. ;  Aug.  4,  at  11 J  a.  m.,  signalled 
steamship  Atlantic,  hence  ;  same  day,  saw  a  Brem.  bark,  showing 
private  flag,  blue  swallow  and  white  cross. 

Ship  Don  Quixote  (of  Boston),  Elwell,  Foo-Chow-Foo  April  23, 
teas  to  order.  Sailed  in  company  with  Br.  ship  Glencoe,  for  Lon- 
don ;  left  Angier  May  21,  in  company  with  bark  Reindeer,  Towns- 
end,  from  Singapore  for  New  York;  April  26,  lat.  18,  Ion.  115, 
passed  Br.  ship  Bio  Bio,  from  Shanghae  ;  May  21,  20  miles  from 
Angier,  signalled  ship  Mandarin  ;  26th,  exchanged  signals  with  a  ship 
supposed  the  Fearless  ;  29th,  spoke  Fr.  ship  Thetis,  from  Pondi- 
cherry  for  Bourl>on  ;  June  15,  lat.  34  28,  Ion.  29,  spoke  ship  Jennie 
"W.  Paine,  from  Batavia  for  London  ;  18th,  lat.  34,  Ion.  23,  spoke 
bark  Vcrnon,  for  Table  Bay;  27,  lat.  29,  Ion.  12,  signalled  Br.  ship 
Anglo  American  ;  28th,  lat.  27,  Ion.  9,  signalled  Br.  ship  Alice  Jane  ; 
same  day,  signalled  ship  Fleetwood  Dale,  from  Calcutta,  71  days  out; 
21st,  lat.  35,  Ion.  13,  spoke  the  C.  W.  Wappers,  from  Batavia,  72 
days  out ;  22d,  lat.  33  30,  Ion.  15,  spoke  brig  Helena,  for  Hamburg  ; 
July  24,  lat.  13,  Ion.  50,  spoke  bark  Emblem,  from  Rio  for  Philadel- 
phia, 25  days  out;  passed  St.  Helena  July  3. 

You  will  readily  see  that  you  may  make  the  above 
extracts  from  a  "  Marine  Journal "  —such  as  von 
may  always  find  in  newspapers  printed  at  important 
seaports  —  the  basis  of  several  interesting  lessons. 
Those  lessons,  too,  will  have  a  practical  bearing. 
Lei  us  propose  the  following  questions  to  your 
class  :  — 


232  THE  TEACHER'S  ASSISTANT. 

Suggestive  Questions. 

What  is  meant  by  "  Marine  Journal "  ?  "  Port 
of  New  York,"  -  -  where  is  it,  and  what  can  you 
say  of  it?  What  is  meant  by  "  Cleared  "  ?  What 
is  the  name  of  the  steamship  first  cleared  ?  her 
captain's  name  ?  whither  bound  ?  by  whom  cleared  ? 
Where  is  Norfolk  ?  Where  is  Liverpool  ?  How 
would  you  go  from  New  York  to  Liverpool  ?  Where 
is  Aspiiiwall  ?  Is  it  an  old  or  new  town  ?  To  what 
docs  it  owe  its  origin  ?  Where  is  New  Orleans,  and 
what  can  you  say  of  it  ?  Where  is  Valparaiso  ? 
Where  is  Hamburg  ?  (Let  pupils  go  to  the  outline 
maps  and  point  out  these  places,  and  designate  the 
course  of  a  vessel  from  Boston  or  NCAV  York,  etc.) 
Where  is  Cowes  ?  What  is  meant  by  "  Cowcs  and 
a  market "  ? 

You  will  at  once  perceive  to  what  extent  these 
questions  may  be  proposed. 

Under  the  head  "  Arrived,"  the  lessons  may  be 
still  more  interesting  and  varied.  The  places  of 
meeting  may  be  pointed  out ;  the  meaning  of  phrase 
"  showing  Spanish  colors."  This  will  open  a  new 
and  instructive  field.  "  Cape  Race  Light  abeam," 
what  is  meant  ?  what  by  "  took  a  pilot "  ?  etc. 

But  in  your  efforts  to  teach  the  geography  of 
other  and  distant  sections,  do  not  overlook  less  re- 
mote sections.  Occasionally  take  imaginary  jour- 
neys with  you!1  pupils.  Let  us  suppose  you  have  a, 
school  in  New  York  city.  Say  to  your  class,  when 
sufficiently  advanced  :  "  To-morrow's  lesson  will  be 
an  imaginary  journey  to  the  city  of  Boston.  There 
are  three  or  four  different  routes.  You  mav  con- 


GEOGRAPHY. 


An  Imaginary  Journey. 


fine  your  attention  .to  either  of  those  which  consists 
partly  of  water.  I  shall  wish  you  to  describe  the 
course,  tell  where  you  leave  the  stoamcr  for  the 
cars,  the  prominent  places  through  which  you  pass, 
and  about  how  long  it  will  require  to  make  the 
journey.  At  another  time,  we  will  make  the  return 
over  a  route  wholly  by  railroad."  The  idea  you 
will  readily  see,  and  also  the  extent  to  which  this 
course  may  be  carried. 

If  the  interesting  volumes  of  Dr.  Kane  have  been 
read,  his  perilous  travels,  daring  adventures,  and 
many  hardships,  may  be  made  to  invest  many  a 
geography  lesson  with  an  interest  before  unthought 
of.  Let  the  various  points  spoken  of  be  pointed  out 
upon  the  map,  and  let  the  members  of  your  class  be 
called  on  to  state  all  the  incidents  that  may  occur  to 
them  as  worthy  of  note.  Tin's  course  will  tend  to 
awaken  a  spirit  of  attention  and  investigation  in  re- 
lation to  their  reading. 

I  would  again  advise  that  you  make  the  drawing 
of  maps  a  prominent  exercise  ;  and,  if  rightly  con- 
ducted, it  will  prove  a  very  pleasant  and  profitable 
one.  If  the  lesson  is  about  a  certain  country,  let 
its  outlines  lie  drawn  upon  the  blackboard,  together 
with  the  prominent  features,  mountains,  rivers,  etc. 
Frequent  and  careful  practice  will  give  results 
highly  useful  and  satisfactory. 

As  a  valuable  aid  to  you  in  the  department  of 
map-drawing,  I  would  call  your  attention  to  a  small 
work  just  published,  entitled  "  Elements  of  Map- 
drawing,  with  Plans  for  Sketching  Maps  by  Trian- 
20* 


THE    TEACIIEUS    ASSISTANT. 


A  New  Work. 


gulation,  and  Improved  Methods  of  Projection." 
The  author  is  Cornelius  S.  Cartdc,  a  successful  in- 
structor in  Charlestown,  Mass.  The  work  is  a  val- 
uable one,  and  original  in  its  plan. 

Your  sincere  friend. 

C. 


LETTER    XVII. 

ARITHMETIC. 

MY  DEAR  FRIEND  :  — 

I  NOW  come  to  consider  the  subject  of  Arithmetic. 
This  has  been  made  a  very  prominent  branch,  in 
most  of  our  schools.  In  this  age  of  money-getting 
and  calculation,  there  is  a  strong  tendency  to  give 
it  an  undue  prominence.  I  have  sometimes  thought 
it  did  receive  more  than  its  just  share  of  time  and 
'  attention.  It  is  urged  that  the  science  of  numbers 
is  deserving  of  special  consideration,  on  account  of 
the  mental  discipline  it  will  give.  This  may  be 
urged  in  favor  of  other  branches,  though,  it  may  be, 
not  to  the  same  extent.  The  amount  and  quality 
of  mental  drill  and  development  depend  more  upon 
the  teacher's  manner  of  teaching,  and  the  pupil's 
habits  of  learning,  than  upon  the  mere  subject 
taught. 

Let  me  say,  at  the  outset,  that  it  will  be  hardly 
possible  for  you  to  overestimate  the  value  of  mental 
arithmetic.  This  should  be  commenced  at  an  early 
period  in  the  child's  education,  and  be  continued 
through  a  series  of  years.  Indeed,  it  would  be  well 


236  THE  TEACHER'S  ASSISTANT. 

Mental  Arithmetic. 

if  the  pupils  in  all  our  schools  and  academies  should 
be  required  to  devote  a  short  time,  daily  or  weekly, 
to  operations  in  mental  arithmetic.  .A  little  daily 
practice,  in  the  right  way,  will  secure  results  of  the 
most  satisfactory  nature.  I  have  heard  children  of 
the  age  of  nine  or  ten  years  perform  mental  opera- 
tions with  a  degree  of  rapidity  and  accuracy  far 
greater  than  most  adults  could  perform  similar  ex- 
ercises with  the  use  of  slate  and  pencil.  If,  then, 
you  wish  to  have  your  pupils  make  true  progress  in 
numbers,  give  them  frequent  and  thorough  drilling 
in  mental  arithmetic.  If  you  devote  an  hour,  daily, 
to  the  study  of  arithmetic,  give  at  least  one  half  of 
it  to  mental  operations.  I  have  no  hesitation  in 
saying  that  a  lad,  who  has  been  thoroughly  and 
properly  trained  in  all  the  exercises  in  Colburn's 
First  Lessons,  or  in  those  of  the  mental  Arithmetics 
of  Davies,  Thompson,  Grecnleaf,  Stoddard,  or  any 
other  well-prepared  book  of  the  kind,  without  hav- 
ing received  an  hour's  training  in  written  arithme- 
tic,—  that  such  a  lad  will  be  better  fitted  for  any 
common  business,  so  far  as  arithmetic  is  concerned, 
than  he  would  be  if  he  had  devoted  months  merely 
to  written  arithmetic,  without  giving  any  attention 
to  mental  exercises. 

In  teaching  mental  arithmetic,  the  Xumeral 
Frame  will  be  found  almost  invaluable.  No  pri- 
mary or  intermediate  school  should  be  without  one 
of  these  simple  articles  of  apparatus.  It  is  alike 
useful  in  teaching  the  little  ones  to  count,  and  in 
illustrating  operations  in  addition,  subtraction,  di- 


ARITHMETIC.  237 


Bishop  Potter  quoted. 


vision,  and  also  in  explaining  fractions.  It  will 
prove  worth  tenfold  its  cost  in  the  hands  of  any 
active  and  judicious  teacher.  A  set  of  blocks  and 
solids  for  the  illustration  of  square  and  cubic  meas- 
ure will  be  found  very  useful,  both  in  mental  and 
written  arithmetic. 

In  the  performance  of  mental  exercises,  it  will  be 
well  to  require  the  pupils  to  recite  without  the  book. 
Read  the  question  distinctly,  and  let  the  pupils  give 
the  answer  and  explain  the  process,  —  giving  the 
reason  for  every  step.  This  course  will  tend  to  se- 
cure attention,  and  prove  a  more  desirable  mental 
discipline.  From  the  beginning,  cause  your  pupils 
to  feel  that  they  must  recite  the  lesson  without  your 
aid.  You  may,  of  course,  solve  one  or  two  prob- 
lems, as  a  specimen  of  the  mode  in  which  you  wish 
to  have  them  solved.  It  is  often  the  case  that  much 
of  the  benefit  of  such  examples  is  lost  by  the  care- 
less and  immethodical  manner  of  performing  them. 
Then  let  me  urge  you  to  train  your  pupils  to  be 
accurate  and  self-reliant.  Train  them  to  think  and 
act  for  themselves.  Says  Bishop  Potter :  "  If  I 
were  to  reduce  to  a  single  maxim  the  concentrated 
wisdom  of  the  world  on  the  subject  of  practical  edu- 
cation, I  should  enunciate  a  proposition,  which,  I 
think,  is  not  incorporated  as  it  should  be  into  the 
practices  of  schools  and  families.  That  principle  is, 
that,  in  educating  the  young,  you  serve  them  most 
effectually,  not  by  what  you  do  to  them  or  for  them, 
but  by  what  you  teach  them  to  do  for  themselves. 
This  is  the  true  secret  of  educational  development." 


238  THE  TEACHER'S  ASSISTANT. 

Specimen  Examples. 

Exercises  like  the  following  —  in  which  the  whole 
school  may  take  part  —  will  be  found  of  great  value, 
and  a  few  minutes  of  daily  practice  will,  in  a  short 
time,  lead  to  a  wonderful  degree  of  rapidity  and 
accuracy  in  mental  operations.  In  these  exercises, 
the  pupils  are  expected  to  follow  the  dictation  of  the 
teacher,  so  that  they  will  be  able  to  give  the  answer 
the  instant  he  pauses.  The  terms  plus,  minus,  and 
square  should  be  well  understood. 

Square  5  +  6x3^-2  —  5-j-8+6x5  =  ?* 
7  +  5x2-4-6x4x2  —  12x5  —  25  =  ? 
Square  8  X  2  --  4  X  10  —  40  +  20  —  80  =  ? 
|  of  20  X  2  +  20  X  5  — 50  X  2— 300  =  ? 


15  +  10  +  5+  12X2  + 16  -*-  2  —  20  X  3  =  ? 

The  above  may  be  varied  and  extended  almost 
indefinitely.  I  merely  give  the  hint.  In  treating 
of  written  arithmetic  it  will  not  be  necessary  for 
me  to  go  fully  into  the  details  of  teaching  the  vari- 
ous rules  and  principles.  Most  of  the  modern  text- 
books on  this  subject  usually  contain  good  formu- 
las and  a  sufficient  number  of  rules.  I  have  some- 
times thought  that  the  rules  and  explanations,  the 
formulas  and  directions,  were  too  numerous,  —  leav- 
ing too  little  for  the  pupils  to  accomplish,  and  thus 
failing  to  secure  that  mental  growth  which  is  so 
essential  to  true  progress. 

*  In  dictating  this,  the  teacher  would  say,  Square  5,  add  (orpins)  6, 
multiply  by  3,  divide  by  2,  subtract  (or  minus)  5,  divide  by  8,  add  G, 
multiply  by  5,  —  Uow  many  1 


ARITHMETIC. 


Avoid  undue  Haste. 


It  will  be  my  aim  to  caution  you  against  two  or 
three  of  the  common  errors  of  teachers,  in  relation 
to  arithmetic,  and,  in  passing,  to  give  a  few  hints 
touching  miscellaneous  exercises  that  may  be  found 
useful,  for  the  purpose  of  general  drill  and  review. 

Avoid  undue  Haste.  —  Many  teachers  seem  to 
think  that,  if  they  can  only  say  they  have  "  taken  a 
class  through  the  text-book,"  they  will  have  ac- 
complished all  that  is  required,  —  and  under  this 
impression  they  "  take  "  their  pupils  along  at  a  sur- 
prisingly rapid  gait.  Scholars,  too,  seem  to  imagine 
that  the  degree  of  their  proficiency  will  be  aug- 
mented by  every  new  page  "  gone  over  "  in  the  text- 
book, and  they  "  hurry  on,"  impatient  of  delay. 
And,  in  addition  to  this,  parents  and  committees 
often  "  harp  on  the  same  string,"  so  that,  with  all, 
the  amount  "  passed  over  "  is  made  the  only  crite- 
rion of  the  teacher's  ability  or  of  the  pupil's  pro- 
gress. 

I  once  visited  a  school  in  which  the  feeling  just 
spoken  of  greatly  prevailed.  It  was  a  showy  school, 
and,  to  a  superficial  observer,  might  present  a  good 
appearance.  The  teacher  was  one  of  your  wordy 
men.  He  blew  his  own  trumpet  loud  enough,  and 
long  enough,  and,  I  am  sorry  to  say,  he  deceived 
many  whose  ears  had  never  been  properly  tuned  to 
such  blasts.  Many  supposed  he  kept  an  excellent 
school,  and  bis  pupils  considered  themselves  of 
the  ne  plus  ultra  order.  In  speaking  of  his  (ir-t 
class,  he  said:  "This  is  the  finest  class  you  ever 


240  THE  TEACHER'S  ASSISTANT. 

A  Visit  to  a  School. 

saw.  I  have  taken  this  class  over  more  ground 
than  any  other  class  was  ever  taken  in  the  same 
time.  I  took  them  through  Davies's  Arithmetic  in 
three  months,  and  they  can  do  anything  within  the 
covers  of  that  book."  This  was  said  in  that  positive 
manner  which  would  be  sure  proof  to  some  that  the 
statement  made  was  true.  Without  in  the  lua:  t 
questioning  the  truth  of  what  had  been  said,  I  re- 
marked :  "  That  is  a  very  intelligent  class,  and  they 
must  have  been  well  trained  to  accomplish  so  much." 
"  0  yes,  I  have  done  well  by  them,  and  they  have 
done  well  for  themselves."  "  Arc  you  willing  to 
have  me  ask  them  a  few  questions  ?  "  said  I.  Some- 
what "  taken  aback  "  by  the  question,  he  hesitated 
a  moment,  and  then  said :  "  Why,  yes,  I  have  no 
objection,  but  I  don't  know  how  they  will  get  along 
with  questions  from  a  stranger."  "  My  questions 
shall  not  be  difficult,"  said  I ;  "I  do  not  wish  to 
puzzle  or  trouble  them."  I  then  proceeded  to  ask 
a  few  questions  on  the  ground  rules,  and  the  an- 
swers were  mostly  wrong  or  very  defective.  I  gave 
them  a  few  examples  in  addition,  subtraction,  etc. 
These  were  performed  very  slowly,  and  not  more 
than  one  in  ten  gave  the  correct  answers  ;  and  not 
a  single  one  could  give  a  clear  reason  for  what  he 
did.  I  passed  to  fractions,  and  there  found  a  total 
lack  of  knowledge.  The  same  was  true  of  interest, 
discount,  mensuration,  <tc.  They  actually  kne\v 
less  than  any  intelligent  boy  of  the  same  age  would 
know  after  a  week's  proper  instruction  ;  and  vet 
ill  'V  really  felt  that  they  \\vre  (>u:!<!  expert  in  arilh- 


ARITHMETIC.  241 


Make  Haste  slowly. 


mctical  operations.  The  teacher  undertook  to  con- 
sole himself,  and  satisfy  me,  by  attributing  their 
seeming  ignorance  to  diffidence  before  a  stranger ; 
but  a  more  self-conceited  class  I  never  saw.  The 
pupils  seemed  to  feel  almost  insulted  that  I  should 
question  them  in  the  simple  rules,  and  yet  the  re- 
sult showed  that  they  had  not  been  properly  or 
thoroughly  drilled  on  those  rules.  Surely,  thought 
I,  you  have  been  "  taken  through  "  the  book  ;  and  a 
hard  task  will  it  be  to  take  self-conceit  away,  and 
cause  you  to  see  your  true  position  as  arithmetical 
"  know-nothings." 

Now,  my  friend,  let  me  say  to  you,  "  Make  haste 
slowly."  Be  thorough.  Teach  one  thing  at  a  time, 
and  be  careful  that  you  teach  it  properly,  and  that 
your  teaching  is  understood.  Be  not  ambitious  to 
"  take  your  pupils  through  the  book,"  but  rather 
aim  so  to  teach  and  train  them  that  they  will  be 
able,  if  necessary,  to  complete  the  book  without  the 
aid  of  a  teacher,  after  they  have  been  fairly  started 
upon  the  right  track. 

Jie  sure  that  the  simple  or  ground  Rules  are  thor- 
oughly comprehended.  —  Most  teachers  pass  over 
these  too  rapidly.  We  frequently  meet  with  per- 
sons who  can,  somewhat  readily,  perform  many  of 
the  more  difficult  problems  of  arithmetic,  and  yet 
are  very  moderate  and  unreliable  in  adding  col- 
umns of  figures.  I  would  recommend  that  you 
devote  a  few  minutes  nearly  every  day  to  some  gen- 
end  exercises,  for  the  entire  school,  in  the  elenien- 


242  THE  TEACHER'S  ASSISTANT. 

An  Exercise. 

taiy  rules.  The  results  of  a  little  daily  practice 
will  be  highly  satisfactory.  If  the  maxim,  "  Prac- 
tice makes  perfect,"  is  ever  true,  it  is  strictly  so  in 
relation  to  operations  in  arithmetic.  I  would  advise 
you  to  have  daily  exercises  in  notation,  numeration, 
addition,  multiplication,  subtraction,  division,  frac- 
tions, &c.  In  such  exercises,  let  all  who  are  sufli- 
ciently  advanced  take  part,  and  insist  on  promptness 
and  energy  in  the  performance  of  the  work. 

I  will  give  you  an  example  or  two,  as  a  specimen 
for  the  general  exercise  alluded  to,  and  the  same 
plan  may  be  adopted  in  reference  to  the  other  rules. 
Calling  for  the  attention  of  your  pupils,  you  ad- 
dress them  somewhat  as  follows  :  "  Scholars,  I  wMi 
you  to  give  your  entire  attention  to  an  exercise  I 
ani  about  to  give.  It  is  a  simple  exercise,  —  one  in 
which  all  who  have  ciphered  can  take  part.  It  is 
only  a  sum  in  simple  addition.  But  in  performing 
the  example,  I  wish  you  to  aim  to  excel  in  three  or 
four  particulars :  — 

1.  Make  your  figures  plain. 

2.  Put  them  down  in  straight  columns. 

3.  Add  accurately. 

4.  Add  rapidly. 

As  I  dictate  the  figiircs,  you  will  write  them  ;  and 
when  I  say,  iAddJ  you  will  all  commence.  The 
pupil  who  first  obtains  an  answer  will  speak  dis- 
tinctly and  say,  '  No.  1 ' ;  the  second,  '  No.  2  '  ;  and 
so  on.  I  will  note  the  time  in  which  each  performs 
the  example,  and  will  read  to  you  the  result.  But 
remember  that  there  will  be  no  merit  in  obtaining 


ARITHMETIC.  243 


Examples  for  Addition. 


an  incorrect  result ;  for  that  you  can  do  without 
any  attempt  at  adding  the  several  columns.  Ra- 
pidity and  accuracy  together  will  be  very  desirable. 
You  may  now  write."  (Dictate  either  of  the  fol- 
lowing' :) 

24875 

95628 

76439 

87542 

94387 

62954 

45768 

89541 

97865 

As  soon  as  you  have  repeated  the  last  line,  say, 
distinctly,  "Add"  and  be  ready,  with  your  watch  in 
hand,  to  note  down  the  time  required,  by  each,  in 
obtaining  an  answer.  After  all  have  performed  the 
work,  call  for  answers,  and  then  name  the  time  oc- 
cupied by  each.  If  you  have  a  liberal  supply  of 
blackboard,  let  a  class  occasionally  take  chalk,  and 
perform  similar  operations  upon  the  board.  This 
will  afford  you  a  better  opportunity  for  pointing  out 
defects  in  figures  and  columns. 

Exercises  like  the  above  will  yield  good  results. 
If  you  will  devote  six  or  eight  minutes,  daily,  for 
ten  days,  at  the  expiration  of  the  time  you  will  find 
that  most  of  your  pupils  will  obtain  correct  answers 
in  about  one  half  the  amount  of  time  at  first  re- 
quired. When  you  commence,  the  time  used  in 


THE    TEACHER  S    ASSISTANT. 


Do  not  render  too  much  Aid. 


obtaining  the  answer  to  a  sum  having  as  many  fig- 
ures as  there  are  in  the  examples  given,  will  vary 
from  one  to  three  minutes ;  but  at  the  end  of  the 
time  named,  you  will  find  that  many  will  be  able  to 
perform  similar  examples  in  thirty  seconds,  and  less. 
And,  moreover,  you  will  find  that  the  skill  and  accu- 
racy gained  here  will  be  of  service  in  all  the  more 
difficult  operations  of  the  Arithmetic.  Of  course, 
the  number  of  figures  and  columns  may  be  varied 
from  time  to  time.  It  will  be  well,  often,  to  give  a 
single  column,  of  some  twenty  or  more  figures,  for 
the  double  purpose  of  giving  discipline  in  addition, 
and  training  the  eye  in  making  straight  columns  of 
figures.  The  same  general  method  may  be  adopted 
with  examples  in  division,  subtraction,  multiplica- 
tion, fractions,  etc. 

Do  not  be  satisfied  with  the  mere  verbatim  repeti- 
tion of  the  rules  of  the  Arithmetic,  and  the  mechan- 
ical performance  of  the  questions  under  the  several 
rules.  Yary  the  questions,  and  ask  many  not  con- 
tained in  the  book.  Do  not  abandon  one  rule  or 
principle,  and  pass  to  another,  until  the  former  is 
perfectly  clear.  Move  "  step  by  step,"  never  forget- 
ting that  practice  tends  to  make  perfect. 

Do  not  render  too  much  Help  in  the  Performance 
of  Problems.  —  It  will  be  necessary  for  you  to  cxei^ 
cisc  imich  judgment  and  discretion  on  this  point. 
Some  aid  you  must  render;  but  be  very  careful  and 
not  give  too  much  or  too  soon.  One  prominent  ob- 
ject, in  all  school  exercises,  should  be  to  train  pupils 


ARITHMETIC.  245 


Give  Encouragement. 


to  overcome  difficulties,  —  to  surmount  obstacles. 
In  no  branch  will  this  hold  more  true  than  in  that 
under  consideration.  It  will  scarcely  ever  be  well 
for  you  to  solve  a  difficult  problem  for  a  pupil. 
Give  him  one  or  two  hints  in  the  right  direction, 
and  then  encourage  him  to  persevere.  If  you  can 
once  succeed  in  arousing  a  true  spirit  of  perse- 
verance, you  will  find  but  little  difficulty.  "  My 
teacher  says  I  can  do  very  hard  problems  if  I  will 
try  long  enough,"  said  James  Diligent,  "  and  if  I 
can,  I  know  I  will ;  for  I  can  try  as  hard  and  as 
long  as  any  one."  With  such  a  feeling,  but  very 
few  insurmountable  obstacles  will  be  found.  Give 
to  your  pupils  as  mottoes,  Labor  omnia  vincil,  and 
Nil  desperandum. 

Encourage  your  Pupils.  —  Utter  words  of  cheer 
and  expressions  of  kindly  interest,  and  lead  your 
pupils  to  feel  that  you  are  their  sincere  friend,  and 
that  you  require  them  to  learn  hard  lessons  because 
you  know  it  will  do  them  good  to  learn  such  lessons. 
The  following  incident  illustrates  the  power  of  en- 
couraging words. 

The  teacher  of  a  large  school  had  a  little  girl 
under  her  care  who  was  exceedingly  backward  in 
her  lessons.  She  was  at  the  bottom  of  the  class, 
and  seemed  to  care  but  little  about  what  had  passed 
in  it. 

During  the  school  hours,  singing  was  sometimes 
employed  as  a  relaxation,  and,  noticing  that  this 
girl  had  a  very  clear,  sweet  voice,  her  teacher  said 
21* 


246  THE  TEACHER'S  ASSISTANT. 

Illustrative  Anecdote. 

to  her :  "  Jane,  you  have  a  good  voice,  and  you 
may  lead  in  the  singing." 

She  brightened  up,  and  from  that  time  her  mind 
seemed  more  active.  Her  lessons  were  attended  to, 
and  she  made  steady  progress.  One  day,  as  the 
teacher  was  going  home,  she  overtook  Jane  and  one 
of  her  schooijaates. 

"  Well,  Jane,"  said  she,  "  you  are  getting  on  very 
well  at  school.  How  is  it  that  jou  do  so  much  bet- 
ter now  than  you  did  at  the  beginning  of  the  half- 
year  ?  " 

"  I  do  not  know  why.it  is,"  replied  Jane. 

"  I  know  what  she  told  me  the  other  day,"  said 
her  companion. 

"  And  what  was  that  ?  "  asked  the  teacher. 

"  Why,  she  said  she  was  encouraged." 

Yes,  there  was  the  secret,  —  she  was  encouraged. 
She  felt  she  was  not  dull  in  everything ;  she  had 
learned  self-respect,  and  thus  she  was  encouraged  to 
self-improvement.  * 

Take  the  hint,  dear  friend,  and  try  to  reach  the 
intellect  through  the  heart.  Endeavor  to  draw  out 
the  dormant  faculties  of  your  scholars  by  discrimi- 
nating culture  and  well-timed  commendation.  Give 
them  the 'credit  whenever  you  can,  and  allure  them 
with  hopeful  words.  Many  a  dull-minded  child  has 
been  made  irretrievably  stupid  by  constant  fault- 
finding or  ungenerous  sarcasm.  And,  on  the  other 
hand,  how  often  has  a  genial  smile  or  an  approving 
remark  awakened  into  new  life  some  slow-learning 
pupil. 


ARITHMETIC.  247 


Make  Explanations  Clear. 


Make  your  Explanations  plain  and  intelligible.  — 
It  is  not  unfrequently  the  case,  that  teachers  fail  to 
make  their  explanations  sufficiently  simple.  At  all 
times  strive  to  awaken  or  impart  ideas,  and  not 
merely  to  give  words.  Said  a  child  to  her  teacher, 
"  Will  you  please  tell  me  why  I  carry  one  for  every 
ten  ?  "  "  Certainly,"  said  the  teacher,  pleasantly, 
"  it  is  because  numbers  increase  from  right  to  left 
iu  a  decimal  ratio."  The  child  went  to  her  seat, 
and,  with  a  sad  expression,  sat  repeating  the  words 
just  quoted.  She  did  not  comprehend  the  answer 
of  her  teacher,  and  felt  disappointed.  The  words 
"decimal"  and  "ratio"  she  did  not  understand. 
She  sat  thinking  for  a  while,  and  then,  utterly  dis- 
couraged, she  put  aside  her  book,  saying,  "  I  do  not 
like  arithmetic  ;  I  cannot  understand  it." 

Sec  to  it,  my  friend,  that  your  pupils  do  not  suffer 
in  this  way.  When  you  give  illustrations  or  expla- 
nations, have  them  siich  that  they  will  convey  to 
the  pupil's  mind  the  ideas  or  information  intended 
by  you  and  desired  by  them.  As  far  as  may  be, 
use  illustrations  for  the  eye.  Long  measure,  square 
measure,  cubic  measure,  etc.  may  be  illustrated  by 
drawings  and  blocks.  Let  me  suppose  you  ask  a 
pupil  the  difference  between  ten  square  miles  and 
len  miles  square.  A  word  answer  may  be  given 
without  convoying  any  clear  idea;  but  if  you  go 
Iu  the  board  and  draw  a  figure,  you  may  make  all 
plain  and  clear.  Let  the  following  be  used,  consid- 
ering each  square  the  representative  of  a  square 
mile  :  — 


248 


THE  TKACHER'S  ASSISTANT. 


Be  Practical. 


One  mile  long. 


Many  other  definitions  and  principles  yon  may 
readily  explain  by  some  simple  drawing  or  illustra- 
tion. 

Aim  to  give  a  practical  turn  to  every  Exercise. — 
This  you  will  best  do  by  asking  such  incidental 
questions  as  shall  have  a  bearing  upon  common 
business  operations.  So  far  as  possible,  require 
your  pupils,  not  only  to  state  the  "  how  "  of  per- 
forming an  example,  but  also  to  show  that  they 
fully  comprehend  the  same,  by  solving  problems 
given  at  the  time,  but  not  taken  from  the  text-book. 
Let  mo  suppose  you  have  a  class  in  mensuration. 
You  ask  a  pupil  how  he  will  obtain  the  superficial 
feet  in  the  floor  of  the  school-room.  His  answer 
will  be,  "  multiply  the  length  by  the  width,"  and  ho 
may  give  these  words  without  being  able  to  perform 
the  operation.  That  you  may  know  whether  lie 
comprehends  the  definition,  or  not,  give  him  a  rule 
or  measuring-tape,  and  ask  him  to  got  the  contents 
of  the  room.  If  he  can  do  that  properly  and  accu- 
rately, you  may  feel  sure  that  the  wtrds  of  the  rule 


ARITHMETIC. 


An  Example. 


are  understood.  So  let  it  be  at  every  step  ;  let  the 
rule  be  elucidated  and  confirmed  by  the  perform- 
ance of  some  pertinent  question.  As  another  ex- 
ample on  this  point,  let  us  take  the  subject  of  inter- 
est. The  members  of  the  class  are  able  to  repeat 
the  rules  and  explanations  with  promptness.  If 
you  wish  to  ascertain  if  the  words  they  have  re- 
peated convey  the  intended  information,  step  to  the 
blackboard,  and  write  a  note,  as  follows  :  — 


4-nY-6-2- 

i  o  o  * 

/n     /         /  s-10'  ,       •     , 

(_yn,  acmana   t^r    utomMe  fo 
/ 

*•/&  /        /        /       /     / 

•W6,    o-t  otaev,  ftoat   nanaiea    a 

a  PIMM  ana    <ti^ 
t     ^^,^/ 


Now  call  upon  your  class  to  tell  how  much  it  will 
require  to  pay  the  above  note  at  the  present  time, 
on  some  previous  day,  or  on  some  future  day,  that 
you  may  designate. 

If  the  subject  of  indorsements  is  under  consider- 
ation, prepare  some  notes  in  due  form,  note  the 
payments  upon  the  back  in  the  usual  and  proper 
manner,  and,  passing  them  to  members  of  the  class, 
require  them  to  ascertain  the  amount  due  on  each 
at  the  present  time.  If  results  are  correct,  you 


250  THE  TEACHER'S  ASSISTANT. 

Combine  Theory  and  Practice. 

may  feel  satisfied  that  the  subject  is  clearly  compre- 
hended. 

In  fine,  let  it  be  a  part  of  your  daily  practice  to 
propose  to  your  pupils  practical  questions,  prepared 
by  yourself  for  the  purpose  of  illustrating  and  con- 
firming the  passing  recitation.  A  lad  may  be  able 
to  give  the  rule  for  ascertaining  the  contents  of  a 
load  or  pile  of  wood,  and  not  be  able,  by  actual  meas- 
urement and  figures,  to  "  carry  the  rule  into  prac- 
tice "  ;  and  yet  this  is  the  more  important  part. 
In  all  your  teaching,  aim  judiciously  to  combine 
theory  and  practice.  Encourage  your  pupils  to 
bring  into  the  school-room  such  practical  business 
operations  as  may  come  within  their  observation  out 
of  the  school-room.  In  this  way  you  will  obtain  a 
valuable  variety,  embracing  such  operations  as  the 
farmer,  the  merchant,  the  mechanic,  etc.  will  have 
occasion  to  perform.  By  pursuing  this  course,  your 
pupils  will  be  so  trained  that  they  will  not  be  con- 
futed and  entirely  thrown  from  the  arithmetical 
track,  if  called  upon  to  perform  some  simple  busi- 
ness question  outside  of  the  school.  How  many 
111- -re  are  among  those  who  have  professedly  been 
through  the  Arithmetic,  —  even  the  "  hardest  Arith- 
metic you  can  name,"  —  who  would  Incompletely 
nonplussed,  if  SOUK;  fanner  should  ask  them  to  c;isf. 
l!i  :  interest  on  a  certain  note,  or  ascertain  the  con- 
tents and  Avorlh  of  a  load  of  wood  at  a  specified 
amount  per  cord,  or  if  some  carpenter  should  ask 
them  to  estimate  the  cost  of  a  pile  of  boards  at  a 
given  sum  pep  thousand  feet  ! 


ARITHMETIC.  251 


Make  Fractions  intelligible. 


Be  sure  that  Fractions  are  well  understood.  — 
Most  teachers  and  pupils  fail  in  not  giving  suffi- 
cient attention  to  fractions.  If  the  various  opera- 
tions in  fractions  are  clearly  explained  by  the 
teacher,  and  followed  by  frequent  practice  by  the 
pupils,  the  results  will  be  favorable.  Let  it  be 
yo'ur  aim  to  give  thorough  instruction  and  frequent 
drill  in  exercises  involving  the  various  principles  of 
fractions.  Facility  and  accuracy  here  will  be  of 
great  service  in  all  other  arithmetical  exercises.  I 
once  knew  an  entire  school  in  which  most  of  the 
pupils  had  been  nearly  through  (that  is,  had  been 
taken  nearly  through)  written  arithmetic,  and  yet 
not  one  could  answer  the  following  simple  question 
proposed  by  a  visitor :  "  If  an  apple  and  a  half  cost 
u  cent  and  a  half,  what  will  one  apple  cost  ?  "  Who 
cannot  see  that  in  such  a  school  the  subject  of  frac- 
tions had  not  received  merited  attention  ? 

But  I  have  already  sufficiently  enlarged  upon  the 
subject  under  consideration.  I  hope  the  hints  1 
have  given  may  not  prove  entirely  useless.  In  clos- 
ing, I  will  say,  if  you  would  be  a  successful  teacher 
of  arithmetic,  study  to  have  fresh  examples  and 
ne\v  modes  of  illustration  as  often  as  possible,  al- 
ways endeavoring  to  teach  the  subject,  and  not  the 
mere  words  of  the  book. 

Your  sincere  friend, 

C. 


LETTER    XVIII. 

BOOK-KEEPING.  —  PHYSIOLOGY.  —  DRAWING.  — 
HISTORY.  —  SINGING. 

MY  DEAR  FRIEND:  — 

I  HAVE  already  considered  the  several  branches 
usually  taught  in  our  Common  Schools.  Pupils 
should  be  thoroughly  instructed  in  these,  and  not 
be  allowed  to  substitute  other  branches  in  their 
stead,  nor  to  allow  other  studies  to  engross  any  part 
of  the  time  and  attention  which  should  be  devoted 
to  the  elementary  branches  already  alluded  to.  If 
pupils  arc  properly  trained  in  these,  they  will  have 
a  firm  and  desirable  foundation,  on  which  a  super- 
structure may  be  reared  as  circumstances  may  favor 
and  require.  But  if  these  elementary  branches  are 
neglected,  or  but  imperfectly  taught,  any  superstruc- 
ture will  be  in  a  toppling  and  unpleasant  condition. 
Let  me  again  urge  you  to  be  thorough  in  ;ill  your 
teaching,  —  but  in  no  cases  more  so  than  in  relation 
to  those  subjects  which  form  the  very  basis  of  the 
educational  structure.  How  many  men  may  be 
found  in  each  of  the  learned  professions,  who  have 
suffered,  and  will  suffer,  their  lives  long,  from  a 


ELEMENTARY  BRANCHES.  253 

Edward  Everett. 

want  of  thoroughness  in  their  early  education  ! 
Be  it,  then,  your  motto,  and  that  of  your  pupils,  — 
"  Whatever  is  worth  doing1  at  all,  is  worth  doing' 
well." 

As  proof  that  I  have  not  over-estimated  the  im- 
portance of  the  elementary  branches,  let  me  call 
your  attention  to  the  following  remarks,  made  by 
Edward  Everett,  at  the  dedication  of  a  school-house. 

"  I  hold  that  to  read  the  English  language  well, 
that  is,  with  intelligence,  feeling,  spirit,  and  effect, 
—  to  write,  with  despatch,  a  neat,  handsome,  legible 
hand,  (for  it  is,  after  all,  a  great  object  in  writing  to 
have  others  able  to  read  what  we  write,)  and  to  be 
master  of  the  four  rules  of  arithmetic,  so  as  to  dis- 
pose, at  once,  with  accuracy,  every  question  of  fig- 
ures which  comes  up  in  practical  life,  —  I  say  I  call 
tliis  a  good  education.  And  if  you  add  the  ability 
to  write  pure,  grammatical  English,  with  the  help  of 
very  few  hard  words,  I  regard  it  as  an  excellent  ed- 
\ieation.  These  are  the  tools.  You  can  do  much 
with  them,  but  you  are  helpless  without  them. 
They  are  the  foundation ;  and,  unless  you  begin 
wit! i  these,  all  your  flashy  attainments,  a  little  nat- 
ural philosophy,  a  little  physiology,  and  a  little  ge- 
ology, and  all  the  other  ologics  and  osophics,  are 
ostentatious  rubbish. 

"  Is  it  not  a  fact,  that,  in  many  of  our  common 
schools,  spelling,  reading,  writing,  geography,  and 
grammar,  combining  with  it  the  art  of  composition, 
are  neglected  in  order  to  study  the  '  ologics  and  os- 
ophies '  ?  How  many  college  students  have  learnt 
22 


THE  TEACHER'S  ASSISTANT. 


The  College  Graduate. 


English  grammar  and  English  orthography  ?  Wo 
know  many  who  have  not,  and  never  will,  because 
it  is  too  late  now  to  do  what  could  only  be  well 
done  in  childhood,  either  in  the  family  or  primary 
school.  A  graduate  of  one  of  our  colleges  recently 
boasted  that  '  he  never  studied  English  grammar.' 
A  person  standing  by  remarked,  '  No  one  would 
suppose  you  ever  had,  judging  you  by  the  manner 
you  use  the  Queen's  English.'  ' 

I  will  now  pass  to  consider,  briefly,  two  or  three 
other  topics  or  branches,  which  should  receive  atten- 
tion if  circumstances  will  warrant.  They  are  highly 
important,  and  if  our  schools  were  what  they  should 
be,  as  to  organization  and  support,  I  should  not 
hesitate  to  place  the  branches  about  to  be  considered 
among  the  really  indispensable  ones.  But  many 
of  our  schools  arc  so  large  and  so  imperfect  in 
classification,  that  but  few  teachers  can  find  time 
or  place  for  any  studies  additional  to  those  named 
in  previous  letters.  If,  however,  you  cannot  find 
time  for  a  thorough  and  systematic  course  of  in- 
struction in  them,  you  may  give  a  few  lessons  and 
hints  on  each  which  will  be  of  service  ;  for,  if  the 
foundation  is  substantially  laid,  your  pupils  will  be 
prepared,  with  but  little  help  from  their  teacher,  to 
make  progress  in  other  and  higher  branches  as  a 
lit  ling  superstructure. 

BOOK-KEEPING.  —  All  should  have  some  knowl- 
edge of  accounts,  and  in  many  of  our  schools  in- 
struction in  book-keeping  should  receive  attention. 


BOOK-KEEPING.  255 


How  formerly  taught. 


The  exorcises  required  in  filling  out  a  set  of  books 
will  prove  highly  profitable  and  useful,  —  calling 
into  practice,  as  it  will,  to  some  extent,  knowledge 
already  acquired  in  arithmetic,  penmanship,  and 
orthography.  If,  therefore,  you  can  possibly  find 
time  —  if  it  be  only  one  hour  per  week  —  to  de- 
vote to  familiar  instruction  in  the  art  of  book-keep- 
ing, be  sure  to  use  it.  In  many  schools  nominal 
attention  was  given  to  this  subject  a  score  of  years 
ago,  but  in  such  a  manner  as  neither  to  interest 
nor  instruct  the  pupils.  I  can  well  remember  the 
amount  and  kind  of  attention  it  received  when  I 
attended  school.  The  Arithmetics  then  used  — 
more  than  those  now  in  use  —  contained  a  few 
pages  of  accounts  entered  in  D ay-Book  and  Ledger 
form.  These  we  were  required  to  copy  into  blank- 
books,  and  in  doing  so  we  were  made  to  feel  that 
we  were  studying  book-keeping.  As  well  might 
one  learn  to  comnose  by  merely  copying  the  compo- 
sitions of  others.  A  person  might  copy  a  thousand 
very  excellent  essays,  and  still  not  be  able  to  com- 
pose ten  lines  with  propriety  of  expression.  So  one 
might  merely  copy  scores  of  pages  from  a  printed 
account-book  without  gaining  a  clear  and  practical 
understanding  of  accounts. 

There  are  now  before  1he  public  several  very 
good  treatises  on  the  subject  of  book-keeping,— 
either  of  which  will  be  sufficient  in  the  hands  of  a 
sensible  teacher.  Hut  if  you  would  give  the  sub- 
ject a  truly  practical  bearing,  you  must  go  beyond 
the  book,  and,  by  the  use  of  the  blackboard,  ex- 


256  THE  TEACHER'S  ASSISTAXT. 


Physiology. 


pand,  explain,  illustrate,  and  apply  the  principles 
of  the  printed  text-book. 

Call  upon  your  pupils,  frequently,  to  go  to  the 
blackboard,  and  write  in  due  form  a  note,  a  receipt, 
a  common  bill  of  goods,  an  order,  etc.  Xame  to 
them  certain  business  transactions,  real  or  imagi- 
nary, between  two  persons,  and  require  them  to  ex- 
press the  same  upon  the  blackboard  as  they  should 
be  recorded  or  expressed  in  an  account-book.  I  see 
no  reason  why  all,  who  attend  school  until  the  age 
of  fourteen  or  fifteen  years,  may  not  receive  a  fail- 
amount  of  instruction  in  accounts,  certainly  to  such 
an  extent  that  they  will*be  able,  with  facility  and 
correctness,  to  write  any  common  business  form,  or 
to  make  proper  record  of  any  common  business 
transaction.  Let  it  be  your  aim  to  qualify  your 
piipils  to  do  thiis  much. 

PHYSIOLOGY. — While  I  do  not  believe  that  an  ex- 
tended course  of  instruction  in  this  branch  should 
be  attempted  in  our  common  schools,  I  do  believe 
Hint  some  amount  of  information  should  be  imparted 
in  all  our  schools,  —  varying  according  to  c ire u in- 
stances. If  we  cannot  all  gain  a  complete  knowl- 
edge; of  "  the  house  in  which  we  live,"  wo  should 
certainly  learn  so  much  of  its  mechanism,  its  nature, 
its  capabilities,  and  the  dangers  which  threaten  it, 
;is  will  keep  us  from  doing  aught  that  will  tend  to 
mar  or  weaken  our  "  tenement,"  and,  if  possible,  so 
much  as  will  enable  us  to  impart  unto  it  those  in- 
fluences which  will  tend  to  its  true  adornment,  and 


PHYSIOLOGY.  257 

The  House  in  •which  we  live. 

lead  to   the   real  development  of  its   powers    and 
resources. 

If  one  to  whom  a  costly  and  well-finished  dwell- 
ing has  been  presented  should  abiise  the  same,  and 
pervert  its  use,  by  allowing,  if  not  by  enticing,  "  four- 
footed  beasts  and  all  manner  of  creeping  things  "  to 
range  through  the  various  apartments,  we  should 
say  that  he  was  undeserving  of  the  residence,  and 
that  it  had  fallen  into  bad  hands.  What,  then,  shall 
be  said  of  those  who  so  grossly  pervert  and  abuse 
the  •  temple  in  which  they  live,  —  that  structure 
which  an  omnipotent  hand  has  reared  and  intrusted 
to  a  single  occupant  ?  And  yet  how  many  there  arc 
who  daily  "  live,  move,  and  have  their  being  "  in 
that  most  wonderful  structure,  the  human  body, 
constantly,  through  design  or  ignorance,  doing 
those  things  which  at  once  tend  to  diminish  its 
capacities  and  mar  its  beauty  and  symmetry  ! 
How  many,  through  gross  ignorance  of  the  true 
laws  of  physical  being  and  development,  indulge  in 
habits  which  are  utterly  at  variance  with  the  condi- 
tions of  real  existence  and  growth  !  Xay,  more  ;  in 
how  many  of  our  school-houses  have  the  internal 
arrangements  and  fixtures  been  promotive  of  physi- 
cal deformity  !  In  how  many  has  defective  ventila- 
tion proved  destructive  of  vitality  and  health,— 
often  gradually,  but  surely!  Now  it  is  Avilhin  your 
power,  as  a  teacher,  to  diffuse  much  valuable  in- 
formation regard  ing  some  of  the  essentials  lor  phys- 
ical health  and  well-being.  If  you  cannot  find  time 
for  giving  detailed  and  thorough  instruction  in  the 

22* 


THE  TEACHER'S  ASSISTANT. 


S.  II.  Culthrop. 


principles  of  physiology,  you  may  and  should  find 
time  for  giving  many  valuable  hints  and  sugges- 
tions bearing  upon  the  subject.  If  you  cannot  teach 
anatomy,  you  may  speak  of  some  of  the  laws  of 
health.  The  subjects  of  ventilation,  diet,  clothing, 
exercise,  etc.  may  be  considered,  and  much  valu- 
able information  may  be  given  in  relation  to  each 
of  them.  Let  the  importance  of  the  whole  subject 
lead  you  to  do  what  you  can.  It  is  to  be  hoped 
that  the  time  will  arrive,  when  our  youth  will  remain 
in  the  school-room  long  enough  to  receive  a  more 
thorough  course  of  instruction,  than  it  would  bo 
practicable  to  undertake  to  give  in  many  of  our 
schools,  under  existing  circumstances.  But  some- 
thing you  may  do  in  the  way  of  encouraging  an  in- 
terest in  all  those  manly  exercises  and  games  which 
tend  to  the  true  development  of  the  physical  powers. 
It  is  indeed  lamentable  to  see  to  Avhat  an  extent  the 
mere  intellect  is  cared  for,  while  no  regard  is  paid 
to  the  culture  of  the  corporeal  powers  and  faculties. 
In  a  lecture  recently  given  before  the  American 
Institute  of  Instruction,  Professor  S.  R.  Calthrop 
thus  playfully  hits  the  prevailing  feeling  and  cus- 
toms, and  suggests  a  remedy  :  — 

"  SOTIIC  time  ago  1  read  a  tale,  which  related  that 
a  certain  gentleman  was,  once  on  a  lime,  digging  a 
deep  hole  in  his  garden,  lie  had,  as  1  myself  had 
in  my  younger  days,  a  perfect  passion  for  diguing 
holes,  for  the  mere  pleasure  of  doing  it ;  but  the 
hole  which  he  was  now  digging  was  by  far  the  deep- 
est which  he  had  ever  attempted.  At  last  he  became 


PHYSIOLOGY.  259 


An  Amusing  Storv. 


perfectly  fascinated,  carried  away  by  his  pursuit, 
and  actually  had  his  dinner  let  down  to  him  by  a 
bucket.  Well,  he  dug  on,  late  and  early,  when, 
just  as  he  was  plunging  in  his  spade  with  great 
energy  for  a  new  dig,  he  penetrated  right  through, 
and  fell  down,  down,  to  the  centre  of  the  earth. 

"  To  his  astonishment,  he  landed  upon  the  top  of 
a  coach,  which  was  passing  at  the  time,  and  soon 
found  himself  perfectly  at  home,  and  began  to  enter 
into  conversation  with  the  passenger  opposite  to 
him,  a  very  gentlemanly-looking  man,  enveloped 
entirely  in  a  black  cloak.  He  soon  found  out  that 
the  country  into  which  his  lot  had  fallen  was  a 
very  strange  one.  Its  peculiarities  were  thus  stated 
by  his  gentlemanly  fellow-passenger.  '  Ours,  Sir,' 
said  he,  '  is  called  the  country  of  Skitzland.  All 
the  Skit/landers  arc  born  with  all  their  limbs  and 
features  perfect;  but  when  they  arrive  at  a  certain 
ago,  all  their  limbs  and  features  which  have  not  been 
used  drop  off,  leaving  only  the  bones  behind.  It  is 
rather  dark  this  evening,  or  you  would  have  seen 
this  more  plainly.  Look  forward  there  at  our 
coachman :  he  consists  simply  of  a  stomach  and 
hands,  these  being  the  only  things  he  has  ever  used. 
Those  two  whom  you  sec  chatting  together  are 
brothers  in  misfortune;  one  is  a  clergyman,  tin.1 
other  a  lawyer ;  they  have  neither  of  them  got  any 
legs  at  all,  though  each  of  them  possesses  a  finely 
developed  understanding ;  and  you  cannot  help  re- 
marking what  a  massive  jaw  the  lawyer  has  got. 
Yonder  is  Mr. ,  the  celebrated  millionnaire,  — 


2GO  THE  TEACHER'S  ASSISTANT. 

Story,  continued. 

he  is  just  raising  his  hat ;  you  sec  he  has  lost  all  the 
top  part  of  his  head,  —  indeed,  he  has  little  of  his 
head  left,  except  the  bump  of  acquisitiveness  and  the 
faculty  of  arithmetical  calculation.  There  are  two 
ladies,  members  of  the  fashionable  world  :  their  case 
is  very  pitiable,  they  consist  of  nothing  whatever  but 
a  pair  of  eyes  and  a  bundle  of  nerves.  There  are  two 
members  of  the  mercantile  world :  they  are  munch- 
ing some  sandwiches,  you  see,  but  it  is  merely  for 
the  sake  of  keeping  up  appearances,  as  I  can  assure 
you,  from  my  own  personal  knowledge,  that  they 
have  no  digestive  organs  whatever.  As  for  myself, 
I  am  a  schoolmaster.  I  have  been  a  hard  student 
all  my  life,  at  school  and  at  college,  and  moreover  I 
have  had  a  natural  sympathy  with  my  fellow-men, 
and  so  I  am  blessed  with  a  brain  and  heart  entire. 
But  see  here.'  And  he  lifted  up  his  cloak,  and  lo  ! 
underneath,  a  skeleton,  save  just  here  !  '  Sec,  here 
are  the  limbs  I  never  used,  and  therefore  they  have 
deserted  me.  All  the  solace  I  now  have  consists  in 
teaching  the  young  children  to  avoid  a  similar  doom. 
I  sometimes  show  them  what  I  have  shown  you.  I 
labor  hard  to  convince  them  that  most  assuredly  the 
same  misfortune  will  befall  them  which  has  hap- 
pened to  me  and  to  all  the  grown-up  inhabitants; 
but  even  then,  I  grieve  to  say,  I  cannot  always  suc- 
ceed. Many  believe  that  they  will  be  lucky  enough 
to  escape,  and  some  of  the  grown-up  inhabitants 
pad  themselves,  and  so  cheat  the  poor  children  into 
the  belief  that  they  arc  all  right,  though  all  the 
elder  ones  know  better.  You  will  now  perceive  the 


PHYSIOLOGY.  2G1 


The  Skitzlanders. 


reason  why  all  the  gentlemen  you  see  wear  such 
tight  pantaloons  :  they  pretend  that  it  is  fashionable,- 
but  in  reality  it  is  in  order  to  prevent  their  false 
legs  from  tumbling  out.  Surely  my  case  is  miser- 
able enough  ;  my  only  hope  consists  in  the  idea  of 
educating  the  rising  generation  to  do  better.  No 
doubt  it  is  easy  to  persuade  them  to  do  so  in  the 
country  from  which  you  come,  but  I  assure  you,' 
added  he,  with  a  heart-felt  sigh,  '  that  it  is  some- 
times very  hard  to  do  so  here.  Nearly  all  of  us, 
then,  have  lost  something  of  our  bodies.  Some 
have  no  head,  some  no  legs,  some  no  heart,  and  so 
on  ;  the  less  a  man  has  lost,  the  higher  he  ranks  in 
the  social  scale ;  and  our  aristocracy,  the  govern- 
ing body,  consists  of  the  few  individuals  who  have 
used  all  their  faculties,  and  therefore  now  possess 
them  all.' 

"  At  this  moment  a  dreadful  earthquake  broke 
out,  and  an  extempore  volcano  shot  the  gentleman 
who  had  listened  to  this  interesting  narration  right 
up  to  the  crust  of  the  earth  again,  and,  by  a  strange 
and  fortunate  chance,  shot  him  up  into  the  very 
hole  which  he  had  been  digging,  and  lie  discovered 
himself  lying  down  at  the  bottom  of  the  hole,  feel- 
ing just  as  if  he  had  awakened  from  a  dream ;  and, 
to  his  surprise,  he  heard  distinctly  the  voice  of  his 
wife  crying  out  from  the  top,  '  Come,  come,  dear, 
yon  're  very  late,  and  supper  is  getting  quite  cold  ! ' 

"  The  name  of  the  country  of  Skit/land,  trans- 
lated into  the  vulgar  tongue,  is  the  planet  Earth, 
and  America  is  one  of  the  portions  thereof.  If  we 


2G2  THE  TEACHER'S  ASSISTANT. 

The  Application. 

were  to  look  round  in  a  cimiit  of  a  hundred  miles, 
how  many  of  the  Skitzland  aristocracy  should  we 
find,  think  you  ?  What  a  dropping  off  of  limbs 
and  features  there  would  be,  if  the  letter  of  the  law 
of  Skitzland  were  carried  out !  But  it  is  absolutely 
certain  that  this  is  in  effect  the  law  of  nature, 
which  does  not  act,  it  is  true,  all  in  a  moment,  but 
which  slowly  and  truly  tends  to  this.  The  Hindoo 
tics  up  an  arm  for  years  together,  as  a  penance, 
thinking  thereby  he  does  Brahma  service  ;  the  limb, 
with  fatal  sureness,  withers  away  and  rots.  The 
prisoner  in  solitary  confinement  has  his  mind  and 
faculties  bound,  fettered,  and  tied,  and,  by  a  law  as 
fixed  as  that  which  keeps  the  stars  in  their  places, 
the  said  prisoner's  mind  grows  weaker,  feebler,  less 
sane,  day  by  day.  School-children  are  confined  six 
long  hours  in  a  close  school-room,  sitting  in  one 
unvarying  posture,  their  lungs  breathing  corrupted 
air,  no  single  limb  moving  as  it  ought  to  move, 
not  the  faintest  shadow  of  attention  being  paid  to 
heart,  lungs,  digestive  organs,  legs,  or  arms,  all 
these  being  bound  down  and  tied,  as  it  were ;  and 
so,  by  the  stern  edict  of  Heaven,  which,  when  man 
was  placed  upon  earth,  decreed  that  the  faculties 
unused  should  weaken  and  fail,  we  see  around  us 
thousands  of  unhealthy  children  whose  brains  are 
developed  at  the  expense  of  their  bodies,  the  ulti- 
mate consequence  of  which  will  be  deterioration  of 
brain  as  well  as  body. 

"  What  is  the  remedy  for  all  this  ?     I  have  before 
stated,    that,   in   large,    crowded    cities,   gymnastic 


DRAAVING.  203 


What  may  be  done. 


training,  systematically  pursued  as  a  study,  is  the 
only  thing  which  seems  possible  to  be  done,  and 
most  assuredly  will  be  beneficial  wherever  it  is  in- 
troduced. But  there  is  a  different  method  of  phys- 
ical education,  which  can  be  pursued  either  exclu- 
sively or  .in  association  with  gymnastics,  which  can 
be  followed  up  either  in  the  country,  or  in  towns, 
where  playgrounds  can  be  obtained.  This  is  the 
method  which  I  have  invariably  pursued  myself, 
namely,  the  systematic  pursuit  of  health  and 
strength  by  all  manner  of  manly  sports  and  games. 
I  myself  learned  to  play  and  love  these  games  at 
school  and  at  college.  I  have  given  them  now 
nearly  four  years'  trial  in  my  school,  and  every 
day  convinces  me  more  and  more  of  their  bene- 
ficial results." 

DRAWING.  —  This  branch  is  deserving  of  more 
attention  than  it  has  yet  received  in  our  schools. 
An  ability  to  draw  w^ill  prove  of  advantage  to  all 
classes  of  people ;  for  all  will  find  occasions  on 
which  it  will  be  pleasant,  if  not  positively  valuable, 
to  be  able  to  exercise  skill  in  drawing.  To  the 
mechanic,  this  subject  is  of  the  utmost  importance  ; 
and  one  who  is  well  skilled  as  a  draughtsman  will 
be  far  more  successful  than  one  who  is  not,  other 
things  being  equal. 

The  facilities  for  imparting  instruction  in  this 
branch  have  been  greatly  increased  within  a  few 
years,  and  there  arc  many  excellent  elementary 
treatises  and  pattern-cards  within  reach  of  all.  I 


2G4  THE  TEACHER'S  ASSISTANT. 

History. 


can  see  no  reason  why  the  exercise  of  drawing  may 
not  be  introduced  into  most  of  our  schools.  It  will 
give  a  pleasant  variety  to  school  lessons ;  and  min- 
utes, that  might  otherwise  be  spent  in  idleness  or 
mischief,  may  be  usefully  employed  in  copying 
models.  While,  therefore,  I  would  insist  upon 
thorough  training  in  the  branches  alluded  to  in 
previous  letters,  I  would  certainly  encourage  pupils 
to  improve  some  of  their  leisure  minutes  in  prac- 
tising on  drawing-lessons.  But  do  not  imagine, 
nor  allow  your  pupils  to  feel,  that  they  can  become 
proficients  in  the  art  of  drawing  by  receiving  a 
few  hours'  instruction.  It  will  be  only  by  patient 
and  persevering  study  and  effort,  and  by  long-con- 
tinued practice,  that  one  can  acquire  a  desirable 
degree  of  skill  and  readiness.  Let  this  be  under- 
stood from  the  beginning,  and  here,  quite  as  much 
as  in  any  other  branch,  insist  on  care  and  thorough- 
ness. 

HISTORY. —  Something  of  history  should  be  taught 
in  our  schools.  In  the  study  of  geography,  the 
teacher  will  have  frequent  opportunities  for  com- 
municating some  historical  information  ;  and  these, 
if  wisely  improved,  will  awaken  in  the  minds  of  his 
pupils  a  desire  to  know  more,  and  induce  them  to 
investigate  for  themselves.  So  much  history  as 
relates  to  our  own  country  ought  to  receive  par- 
ticular attention  in  our  schools  ;  and  there  would 
be  ample  time  for  it  if  pupils  would  be  regular  in 
their  attendance,  and  continue  at  school  for  a  few 


HISTORY.  265 

A  Pleasing  Exercise. 


months  longer  than  they  have  been  wont  to  do. 
The  adoption  of  any  plan  or  exercise  that  will 
awaken  an  interest  will  result  in  good.  I  do  not 
intend  to  give  any  particular  instruction  in  relation 
to  the  study  of  history,  but  merely  to  call  your 
attention  to  it,  and  to  advise  that  you  give  it  as 
much  consideration  as  circumstances  will  allow. 

My  eye  just  meets  with  a  little  exercise  or  game 
bearing  upon  this  subject,  which  may  be  turned  to 
good  account.  The  following  I  take  from  the  New 
York  Teacher,  though  the  plan  described  has  been 
previously  published. 

The  teacher  or  some  pupil  fixes  his  mind  or 
thoughts  upon  some  individual,  place,  or  event  of 
historical  notoriety,  and  the  other  members  of  the 
class  ask  questions  to  ascertain  what  person,  place, 
or  event  is  thought  of.  One  having  selected,  men- 
tally, a  subject,  the  others  question  him,  and  receive 
answers  somewhat  as  follows  :  — 

Question.  Is  the  subject  you  have  in  mind  an 
individual,  place,  or  event  ? 

Answer.    An  individual. 

Q.    Now  living,  or  dead  ? 

A.    Dead. 

Q.    Male  or  female  ? 

A.    Male. 

Q.  Did  he  live  in  Europe,  Asia,  Africa,  or  Amer- 
ica ? 

A.    In  Europe. 

Q.    In  England,  France,  Spain,  Italy,  or  Russia  V 

A.    In  France. 


2G6  THE  TEACHER'S  ASSISTANT. 

Questions  and  Answers. 

Q.  Within  five  hundred  years,  or  within  a  cen- 
tury ? 

A.   Within  a  century. 

Q.    Within  fifty  years  ? 

A.   No. 

Q.  Was  he  celebrated  as  a  king,  statesman,  war- 
rior, poet,  or  philosopher .? 

A.  As  near  a  warrior  as  anything  you  have  men- 
tioned, and,  though  not  a  statesman,  he  was  con- 
nected with  national  affairs. 

Q.  Was  he  connected  with  the  French  Revolu- 
tion of  1792  ? 

A.   He  was. 

Q.    Was  he  a  Royalist  or  Republican  ? 

A,    Republican. 

Q.    Did  he  die  in  France  ? 

A.   He  did. 

Remark  by  some  of  the  class.  Then  it  is  not 
Bonaparte. 

Q.    Did  he  die  a  natural  death  ? 

A.    He  did  not. 

Q.    Was  lie  murdered  by  Charlotte  Corday  ? 

A.    He  was  not. 

Remark.    Then  it  is  not  Marat. 

Q.    AVas  he  Jacobin  or  Girondist  ? 

A,   Jacobin. 

Q.    Was  he  a  leader  of  the  Jacobin  party  ? 

A.    Yes. 

Q.  Is  lie  noted  for  his  cruelty  during  the  "Reign 
of  Terror  "  ? 

A.   He  is. 


HISTORY.  267 


Exercise,  continued. 


Q.    Robespierre  ? 

A.    It  is  Robespierre. 

Game  is  won  by  the  questioners. 

Another  pupil  has  a  subject. 

Q.    An  individual,  an  event,  or  a  substance  ? 

A.    An  event. 

Q.    Did  it  transpire  in  Europe,  Asia,  or  America  ? 

A.    America. 

Q.    Within  fifty  years  ? 

A.    No. 

Q.    Within  a  hundred  years  ? 

A.    Yes. 

Q.    Before  the  American  Revolution,  or  after  ? 

A.    Before. 

Q.  Was  the  event  brought  about  by  the  agency 
of  man,  or  was  it  a  natural  event  ? 

A.    Effected  directly*  by  man. 

Q.    A  disastrous  or  fortunate  event  ? 

A.  Disastrous  to  some,  fortunate  to  others ;  but 
we  consider  it  fortunate,  because  its  results  have 
been  good. 

Q.    Was  it  a  national  event  ? 

A.    Its  results  were  at  least  national. 

Q.    Had  England  any  interest  in  this  event  ? 

A.    She  had. 

Q.  Did  it  transpire  in  the  Eastern,  Middle,  or 
Southern  States  ? 

A.    Eastern. 

Q.    On  land,  or  on  Avater  ? 

A.    On  water. 

Q.    Was  there  any  loss  of  life  or  property  ? 


2G8  THE  TEACHER'S  ASSISTANT. 

Singing. 

A.   Of  property,  but  not  of  life. 

Q.    Was  the  property  destroyed  tea  ? 

A.  It  was  the  destruction  of  the  cargo  of  tea  in 
Boston  Harbor. 

This  game  is  instructive  and  amusing  in  the 
school,  the  home  circle,  or  at  social  gatherings.  It 
exacts  an  extensive  and  an  accurate  knowledge,  and 
strengthens  the  memory.  It  also  requires  consider- 
able skill  to  ask  questions  in  a  connected,  chain-like 
manner,  and  is  therefore  an  excellent  mental  disci- 
pline. It  induces  a  search  into  the  characters  of 
individuals,  and  into  the  cause,  nature,  and  effects 
of  events,  thus  making  pupils  more  philosophical 
and  more  self-reliant. 

This  exercise  might  be  introduced  into  history 
classes  one  day  in  a  week,  in  place  of  recitation, 
and  scholars  might  prepare  for  it  as  for  a  recitation. 

SINGING.  —  Vocal  music  has  already  assumed  a 
somewhat  exalted  position  in  some  schools,  and  yet 
in  scarcely  any  have  its  merits  been  fully  estimated. 
It  is,  indeed,  less  than  a  score  of  years  since  school- 
room songs  were  a  very  great  novelty  ;  and  we  can 
well  remember  that  those  who  first  favored  their 
introduction  were  strongly  censured  by  parents  and 
others.  It  was  regarded  by  many  as  a  monstrous 
innovation.  For  children  to  go  to  school,  term 
after  term,  and  sit,  aching-,  on  wretched  seats,  in 
still  more  wretched  school-houses,  caused  no  regret, 
because  such  penance  seemed  to  be  an  essential 
part  of  school  life ;  but  for  school-boys  and  school- 


SINGING.  209 

Lowell  Mason's  Views. 


girls  to  sing,  —  who  ever  heard  the  like  ?  It  was  a 
great  waste  of  time  ;  and,  moreover,  it  caused  the 
little  ones  to  be  happy,  and  for  a  brief  time  to  for- 
get their  aches,  which,  it  was  thought,  would  be  a 
perversion  of  the  object  of  schools.  Such  was  the 
feeling  very  generally.  But  a  pleasant  change  has 
come  "  over  all  the  land "  ;  and  now  the  joyous 
songs  of  merry  pupils  may  be  heard  in  a  large  * 
number  of  our  best  schools,  alike  promoting  their 
happiness  and  cheering  them  on  in  the  performance 
of  the  less  agreeable  duties  of  the  school-room,  and 
meeting  the  approval  of  all  kind  and  intelligent 
people. 

Though  we  cannot  sing, — our  school  days  having 
been  passed  all  too  early  for  receiving  any  instruc- 
tion in  singing,  —  we  would  strongly  advocate  the 
teaching  of  music  in  all  our  schools.  It  is  a  good 
disciplinary  exercise,  and  its  indulgence  always 
tends  to  give  an  air  of  cheerfulness  to  the  school- 
room. But  we  would  have  the  songs,  and  the  sen- 
timents of  the  songs,  of  a  truly  pure  and  elevating 
character.  We  have  no  partiality  for  the  practice  — 
now,  we  feel,  quite  too  common  —  of  having  lessons 
and  recitations  set  to  music.  This  we  think  a  per- 
version of  the  object.  We  fully  agree  with  that 
veteran  of  song,  Lowell  Mason,  whose  name  has 
become  so  intimately  connected  with  the  music  of 
our  land,  who  says :  "  Music's  highest  and  best  in- 
fluence is  of  a  moral  nature;  and  the  introduction 
into  schools  of  such  songs  as  tend  to  mere  levity, 
frolic,  or  idle  mirth,  or  such  as  are  low,  coarse,  or 

23* 


270  THE  TEACHER'S  ASSISTANT. 

The  Boy  and  the  Bobolink. 


vulgar,  in  thought  or  in  language,  or  such  as  con- 
tain equivocal  or  ambiguous  expressions,  is  most 
deeply  to  be  regretted." 

The  following  remarks  on  the  "  Power  of  Music  " 
I  take  from  the  Indiana  School  Journal.  The  little 
incident  named  is  certainly  full  of  interest. 

"  In  looking  over  an  old  '  newspaper '  printed  sev- 
eral years  ago,  I  came  across  this  beautiful  piece, 
which  struck  me  as  being  true  to  nature. 

"  Leaning  idly  over  a  fence,  a  few  days  since,  we 
noticed  a  little  four-years-old  '  lord  of  creation,' 
amusing  himself,  in  the  grass,  by  watching  the  frol- 
icsome flight  of  birds,  which  were  playing  around 
him.  At  length  a  beautiful  bobolink  perched  on  a 
bough  of  an  apple-tree  which  extended  within  a 
few  yards  of  the  place  where  the  urchin  sat,  and 
maintained  his  position,  apparently  unconscious  of 
his  close  proximity  to  one  whom  birds  visually  con- 
sider a  dangerous  neighbor. 

"  The  boy  seemed  astonished  at  his  impudence, 
and,  after  regarding  him  steadily  for  a  minute  or 
two,  obeying  the  instinct  of  his  baser  part,  he 
picked  up  a  stone  lying  at  his  feet,  and  was  pre- 
paring to  throw  it,  steadying  himself  for  a  good 
aim.  The  little  arm  was  drawn  backward  without 
alarming  the  bird,  and  '  bob  '  Avas  '  within  an  ace  ' 
of  danger,  when  lo !  his  throat  swelled,  and  forth 
came  nature's  plea :  '  a-link,  a-link,  a-link,  bob-a- 
link,  bob-a-link,  a-no-sweet,  a-no-sweet !  I  know  it, 
I  know  it,  a-link,  a-link,  don't  throw  it,  throw  it, 
throw  it,'  <fcc.  And  he  did  n't.  Slowly  the  little 


SINGING.  271 

"  Could  n't  cos  he  sung  so." 

arm  fell  to  its  natural  position,  and  the  now  de- 
spised stone  dropped.  The  minstrel  charmed  the 
murderer !  We  heard  the  songster  through,  and 
watched  his  unharmed  flight,  as  did  the  boy,  with 
a  sorrowful  countenance.  Anxious  to  hear  an  ex- 
pression of  the  little  fellow's  feelings,  we  approached 
him  and  inquired,  '  Why  did  n't  you  stone  him,  my 
boy  ?  you  might  have  killed  him  and  carried  him 
home.' 

"  The  poor  little  fellow  looked  up  doubtingly,  as 
though  he  suspected  our  meaning,  and,  with  an  ex- 
pression half  shame  and  half  sorrow,  he  replied: 
'  Could  n't  cos  he  sung  so  !  ' 

"  Who  will  say  that  '  music  hath  no  charms  to 
soothe  the  savage  breast,'  or  aver  that  God  hath 
not  made  melody  to  move  the  purer  fountains  of 
our  nature,  to  awaken  those  sympathies  that  are 
kindred  to  heaven,  the  angels,  and  to  God  himself? 
Let  the  sweet  tones  of  music  break  upon  the  ears 
of  the  dull  school-boy,  and  he  will  awake  with  new 
life  and  energy.  Pour  the  notes  of  melody  into 
the  ears  of  the  wilful  child,  and  you  disarm  him ; 
the  anger  will  fall  from  his  heart,  and  he  will  be- 
come obedient  and  attentive.  Let  music  be  the 
first  to  break  the  silence  of  the  school-room  in  the 
morning,  and  the  chords  of  young  hearts  that  are 
put  in  motion  will  continue  to  vibrate  during 
the  day.  Happy  will  be  the  time  when  not  only  the 
tones  of  our  school-bells  can  be  heard  all  over  the 
land,  but  when  the  notes  of  our  school-children, 
in  the  morning,  breaking  upon  the  silent  atmos- 


272  THE  TEACHER'S  ASSISTANT. 

Give  Attention  to  Music. 

phere  along  the  Atlantic  coast  in  the  East,  shall 
reverberate  along  the  Gulf  of  Mexico,  and  the  echo 
be  heard  in  California." 

Then  I  would  say,  give  some  attention,  daily,  to 
vocal  music.  This  may  be  done  without  any  detri- 
ment to  other  branches.  Indeed,  I  believe  it  will 
prove  a  pleasant  auxiliary  in  all  the  work  of  the 
school-room.  If  your  pupils  are  sad,  or  dull,  or 
uneasy,  or  too  playful,  call  upon  them  to  sing  one 
or  two  sweet  songs,  and  the  result  will  be  highly 
salutary.  All  angry  and  dull  feelings  will  at  once 
be  dispelled,  and  a  spirit  of  cheerfulness  will  be 
produced  throughout  the  school.  You  may  safely 
introduce  music,  and  devote  some  time  to  it  daily, 
without  any  fear  of  encroaching  upon  other  branches, 
for  it  will  prove  a  help,  and  not  an  injury.  Such, 
at  least,  is  the  belief  of 

Your  sincere  friend, 

C. 


LETTER    XIX. 

DECLAMATION.  — STUDY    OF    NATURE.  — STUDY    OF 
WOEDS.  — MISCELLANEOUS   KNOWLEDGE. 

MY  DEAR  FRIEND  :  — 

IN  this  letter  I  purpose  to  speak  of  two  or  three 
other  exercises  which  should  receive  occasional 
attention  in  school. 

DECLAMATION.  —  In  a  largo  number  of  schools 
the  speaking  of  pieces  receives  some  attention,  hut 
only  in  a  few  does  it  occupy  the  time  and  care 
which  its  importance  demands.  If  a  half-day  semi- 
monthly should  he  devoted  to  declamation,  and  the 
several  performances  should  he  made  subjects  of 
fuifhful  criticism,  much  good  would  result  from  tin; 
exercise.  It  is,  however,  of  the  utmost  importance 
that  whatever  is  done  be  well  done.  Improper 
positions,  disagreeable  tones,  indistinct  enunciation, 
or  bad  habits  of  any  kind,  should  receive  prompt 
attention,  .and  be  corrected  if  possible.  While, 
therefore,  I  would  urge  you  to  require  exercises 
in  declamation,  1  would  earnestly  advise  (hat  you 
guard  against  the  practice,  quite  too  common,  of 


274  THE  TEACHER'S  ASSISTANT. 

Declamation. 

allowing  the  repetition  of  words  and  sentences  to 
be  considered  as  satisfactory  declamations.  Lead 
your  pupils  to  study  their  pieces  with  a  particular 
view  of  ascertaining  the  writer's  ideas,  thoughts, 
and  feelings,  and  then  encourage  them  to  give 
correct  and  forcible  utterance  to  the  same.  A 
mere  formal  and  monotonous  style  of  speaking, 
performed  simply  as  a  required  exercise,  will  be  of 
but  little  service.  Strive  to  awaken  an  interest  in 
the  subject,  which  will  induce  your  pupils  to  en- 
gage in  it  with  an  earnestness  which  cannot  fail  of 
leading  to  right  study  and  correct  expression  and 
delivery. 

The  plan,  adopted,  in  some  schools,  of  devoting 
every  alternate  Wednesday  afternoon  to  exercises 
in  declamation  and  composition,  is  a  very  good  one, 
and  if  judiciously  managed  will  do  much  to  awaken 
a  desirable  amount  of  interest  both  on  the  part  of 
pupils  and  their  parents.  Many  of  the  latter  will 
feel  inclined  to  spend  an  hour  or  two  in  the  school- 
room to  listen  to  such  exercises  as  I  have  alluded 
to,  and  an  interest  once  awakened  in  this  way  will 
become  expansive  and  permanent.  The  introduc- 
tion of  such  exercises  may  increase  your  labors,  but 
•(he  results  will  be  highly  gratifying  in  themselves, 
and  their  influence  upon  the  daily  studies  of  school 
will  be  favorable.  On  the  afternoons  devoted  to 
these  miscellaneous  exercises  the  girls  can  take  part 
in  dialogues,  in  reading  original  essays,  or  in  giving 
select  readings. 


POLITICAL    ECONOMY.  275 

Study  of  Nature. 

POLITICAL  ECONOMY.  —  In  a  country  like  ours,  all 
should  have  some  knowledge  of  the  constitution  and 
of  the  laws.  Much  valuable  and  interesting  infor- 
mation on  these  points  may  be  given  in  the  form  of 
brief  and  familiar  lectures,  if  it  is  found  inconven- 
ient to  make  use  of  a  regular  text-book,  —  though 
the  latter  is  preferable.  It  would  certainly  be  well 
if  our  youth  could  all  be  made  familiar  with  the 
matter  contained  in  such  a  work  as  Shepard's 
Constitutional  Text-Book,  or  some  work  covering 
the  same  ground.  Such  knowledge  would  tend 
to  make  them  intelligent  and  independent  citizens 
and  voters. 

STUDY  OF  NATURE. — You  may  do  much  to  awa- 
ken in  your  pupils  a  lov<?  for  the  study  of  Nature. 
How  many  "live  and  move"  in  the  midst  of  the 
most  beautiful  and  sublime  works  of  Nature,  — 
works  full  of  instruction,  —  and  yet  see  nothing, 
learn  nothing.  Let  it  be  your  aim  to  lead  your  pu- 
pils to  move  about  with  observing  eyes  and  listening 
ears,  —  eyes  and  ears  trained  to  draw  from  Nature 
whatever  is  lovely  and  instructive.  Our  Heavenly 
Father  has  thrown  before  us  the  great  book  of  Na- 
ture wide  open,  and  so  plain  are  its  great  lessons 
that  he  "  \vho  runs  may  read,"  and  learn,  if  lie  \vill. 
(Jan  you  not  learn  and  teach  a  lesson  from  the  fol- 
lowing pretty  lines,  from  the  pen  of  S.  G.  Guud- 
rich,  so  extensively  and  favorably  known  as  Peter 
Parley  ? 


276  THE  TEACHER'S  ASSISTANT. 

A  Metrical  Lesson. 

A   LESSON   FOR   TEACHERS. 

"  I  saw  a  child  some  four  years  old 

Along  a  meadow  stray ; 
Alone  she  went,  unchecked,  untold, 
Her  home  not  far  away. 

*  She  gazed  around  on  earth  and  sky,  — 

Now  paused,  and  now  proceeded  ; 
Hill,  valley,  wood,  —  she  passed  them  by 
Unmarked,  perchance  unheeded. 

"  And  now  gay  groups  of  roses  bright 

In  circling  thickets  bound  her  ; 
Yet  on  she  went,  with  footsteps  light, 
Still  gazing  all  around  her. 

"And  now  she  paused,  and  now  she  stooped, 

And  plucked  a  little  flower,  — 
A  simple  daisy  't  was,  that  drooped 
Within  a  rosy  bower. 

"  The  child  did  kiss  the  little  gem, 

And  to  her  bosom  pressed  it  ; 
And  there  she  placed  the  fragile  stem, 
And  with  soft  words  caressed  it. 

"  I  love  to  read  a  lesson  true, 

From  Nature's  open  book, 
And  oft  I  learn  a  lesson  new 
From  childhood's  careless  look. 

"  Children  are  simple  —  loving  —  true  ; 

'T  is  Heaven  that  made  them  so  ; 
And  would  you  teach  them,  be  so  too, 
And  stoop  to  what  they  know. 

"  Begin  with  simple  lessons,  —  things 
\  On  which  they  love  to  look  : 

Flowers,  pebbles,  insects,  birds  on  wings,  — 
These  are  God's  spelling-book. 


STUDY    OF    NATURE.  277 

Rev.  Thomas  Hill  quoted. 

'  And  children  know  His  ABC, 
As  bees  where  flowers  are  set : 
Wouldst  thou  a  skilful  teacher  be  ? 
Learn,  then,  this  alphabet. 

'  From  leaf  to  leaf,  from  page  to  page, 

Guide  thou  thy  pupil's  look, 
And  when  he  says,  with  aspect  sage, 

'  Who  made  this  wondrous  book  ?  ' 

'  Point  thou  with  reverent  gaze  to  Heaven, 

And  kneel  in  earnest  prayer, 
That  lessons  thou  hast  humbly  given 
May  lead  thy  pupil  there." 


"  In  childhood  the  senses  are  open  to  the  recep- 
tion of  truth  from  the  outward  world.  A  child  sees 
and  hears  a  thousand  things  that  escape  the  obser- 
vation of  a  man.  Train  him  in  the  usual  mode  of 
education,  and  he  soon  loses  the  habit  of  attending 
to  outward  things,  learns  to  tread  upon  the  insect 
and  to  pass  by  the  flowers,  to  let  the  birds  sing  un- 
noticed, and  the  pebble  glitter  untouched.  But 
give  him  a  true  education,  including  in  his  studies, 
sis  a  prominent  part,  the  elements  of  chemistry,  bot- 
any, and  zoology,  and  his  eye  shall  not  become  dim 
nor  his  ear  dull  of  hearing ;  in  manhood  his  heart 
will  be  open  to  the  sweet  influence  of  the  flowers, 
and  to  the  grandeur  of  the  starry  heavens  ;  ho  will 
read  the  meaning  of  each  singing-bird,  and  cntrh 
th<3  true  expression  of  the  solemn  tones  of  tin'  thun- 
der. When  the  forest  ocean  surges  under  a  July 
breeze,  and  the  clouds  sail  majestically  through  the 
blue  sky,  they  will  fill  his  heart  with  emotions  un- 

24 


278  THE  TEACHER'S  ASSISTANT. 

The  Influence  of  Flowers. 

known  to  one  who  despises  these  glorious  works  of 
the  Most  High  as  being  mere  matter."* 

In  cultivating  a  love  for  the  beautiful  in  Nature, 
you  will,  at  the  same  time,  be  promoting  true  men- 
tal growth,  and  developing  the  better  feelings  of  the 
heart.  A  boy  who  delights  in  hill  and  valley,  wood- 
land and  lake,  —  one  whose  heart  is  made  joyous  as 
he  beholds  the  blossoming  tree  and  opening  flow- 
ers, will  not  be  wholly  reckless  and  wayward.  By 
kindly  influences  he  may  be  led  "  through  Nature 
up  to  Nature's  God,"  and  his  heart  may  be  made  to 
swell  with  gratitude  towards  that  great  and  good 
Being,  who  rolled  up  the  mountains  and  spread  out 
the  earth  with  all  its  beauty  and  loveliness. 

To  one  who  has  been  brought  to 

"  Find  tongues  in  trees,  books  in  the  running  brooks, 
Sermons  in  stones,  and  good  in  everything," 

there  will  be  a  sincere  delight  in  attending  to  the 
culture  of  flowers,  which  speak  so  unequivocally  of 
the  great  goodness  of  Him  who  has  made  the 
flowers,  —  • 

"  To  comfort  man,  to  whisper  hope, 
Whene'er  his  faith  is  dim; 
For  whoso  careth  for  the  flowers 
Will  much  more  care  for  him." 

Whenever  we  sec  a  house,  with  its  neat  flower- 
garden  and  well-trained  vines  and  shrubbery, 
whether  it  be  in  the  thriving  village  or  away  from 
the  "busy  haunts  and  noisy  shops,"  up  among  the 


*  Rev.  Thomas  Hill. 


STUDY    OF   NATURE.  279 

A  Love  for  Flowers. 

hills  or  mountains,  we  always  feel  that  the  in- 
dwellers  have  hearts  that  feel  for  others'  woes. 
"  God,  who  careth  for  the  flowers,"  will  not  be  un- 
mindful of  those  who  appreciate  the  beauties,  as  well 
as  the  utilities,  of  his  handiwork.  "What  a  bright, 
joyous,  cheerful  aspect  would  the  earth  wear,  if  all 
who  dwell  thereon  would  plant  and  cultivate  a  few 
flowers  ?  It  would  not  only  tend  to  strew  man's 
pathway  to  the  tomb  with  flowers,  but  also  to 
shed  a  sweet  fragrance  around  his  daily  walks 
and  vocations.  Then  will  not  teachers  do  what 
they  can  to  foster  a  flower-loving  spirit  ?  If  they 
will,  they  will  be  amply  compensated  by  the  reflex 
influence  in  promoting  a  genial  disposition  in  the 
hearts  of  the  little  ones  under  their  charge.  When- 
ever we  see  a  happy  boy  or  girl  gayly  tripping  along 
the  school-ward  path,  with  a  bunch  of  flowers, 
whether  culled  from  the  garden  or  road-side,  for 
Ihe  teacher's  desk,  we  always  feel  that  in  the  young 
heart  which  prompted  the  gift  the  teacher  will  find 
;i  ready  and  cheerful  obedience  to  his  wishes. 

We  hope  the  time  is  not  distant,  when  every 
teueher  will  feel  it  not  only  a  duty,  but  a  privilege, 
1o  cultivate  in  the  hearts  of  the  youth  a  refined  love 
for  music,  paintings,  and  flowers;  feeling  assured 
that  thereby  much  will  be  done  to  promote  both 
the  happiness  and  true  usefulness  of  their  pupils. 
And,  when  it  shall  bo  deemed  an  essential  part,  of 
a  school-yard  to  have  a  neatly  arranged  flower-plot, 
we  shall  find  the.  love  of  school  increasing,  and  a 
<>To\vm<_r  dislike  for  coarse  and  unconrteons  acts  on 


280  THE  TEACHER'S  ASSISTANT. 

Study  of  Words. 

the  part  of  the  young.  Whatever  tends  to  adorn 
and  beautify  the  place  in  which  children  spend 
much  of  their  time,  will  leave  a  pleasing  and  last- 
ing impression  upon  their  young  and  tender  hearts. 
In  the  language  of  Keats : 

"  A  thing  of  beauty  is  a  joy  for  ever ; 
Its  loveliness  increases ;  it  will  never 
Pass  into  nothingness,  but  still  will  keep 
Full  of  sweet  dreams,  and  health  and  quiet  breathing : 
Therefore,  on  every  morning  let 's  be  wreathing 
A  flowery  band  to  bind  us  to  the  earth." 

And,  as  another  says,  "  if  rightly  wreathed,  the 
band  will  bind  us  to  Heaven  no  less." 


STUDY  OF  WORDS.  —  This  may  be  made  highly 
interesting  and  instructive,  and  if  you  can  succeed 
in  awakening  a  true  spirit  of  investigation,  you  will 
at  the  same  time  open  a  way  in  which  your  piipils 
will  employ  much  time  that  would  be  otherwise 
spent  in  idleness  or  in  a  useless  manner.  But  few 
realize  how  much  valuable  information  may  be 
gained  from  an  investigation  into  the  origin  of 
words  and  phrases.  Sir  James  Mackintosh  has  well 
said,  that,  "  in  a  language  like  ours,  where  so  many 
words  are  derived  from  other  languages,  there  are 
few  modes  of  instruction  more  useful  or  more  amus- 
ing than  that  of  tracing  out  the  etymology  and 
primary  meaning  of  the  words  we  use.  There  arc 
cases  in  which  knowledge  of  more  real  value  may 
be  conveyed  from  the  history  of  a  word,  than  from 
Ihe  history  of  a  campaign."  Let  me  call  your 


STUDY    OF   WORDS.  281 

Illustrations  given. 

attention  to  a  few  cases  that  occur  to  me.  I  will 
first  refer  to  two  or  three  words  still  in  use,  ap- 
plied to  objects  quite  different  in  their  material  or 
mechanism  from  the  object  to  which  the  name  was 
originally  given.  The  article  has  been  materially 
changed,  though  the  name  remains  unchanged.  Of 
this  class  are  ink-Aorw,  powder-horn,  <fec.,  so  called 
from  the  fact  that  they  were  composed  of  horn. 

A  part  of  a  plough,  now  made  of  metal,  is  still 
called  mould-board,  the  name  given  when  it  was 
made  of  wood,  or  board. 

Our  word  "  window,"  and  the  phrase  "  Open  the 
window,"  will  possess  a  new  interest  to  pupils  when 
told  that  formerly  windows  were  constructed  so  that 
they  opened  as  doors, —  a  mode  now  in  use  to  some 
extent.  They  were  wind-doors,  or  doors  for  the 
admission  of  air.  Hence  it  was  quite  appropriate  to 
speak  of  opening  a  window,  or  wind-door,  —  though 
it  would  seem  more  fitting  now  to  speak  of  "  raising 
a  window." 

The  word  villain.,  or  villein*  as  it  was  formerly 
spelt,  simply  meant  a  servant  employed  on  a  villa 
or  farm.  A  boor  was  a  farmer,  and  a  neighbor  was 
only  a  nigh  boor.  A  coward  was  one  who  cowered 
in  the  presence  of  an  enemy. 

Case-knife  had  its  origin  in  the  time  when  every 
man  carried  his  own  knife  in  a  case.  The  name  is 
still  retained,  though  the  case  is  not  used. 

How  often  is  the  word  ringleader  used,  and  yet 
how  few  have  the  remotest  idea  of  its  origin,  —  and 
ho'w  significant  it  becomes  when  we  trace  it,  and 

24* 


282  THE  TEACHER'S  ASSISTANT. 

Further  Examples. 

learn  that  it  is  derived  from  the  practice,  which 
men  associating  to  oppose  law  have  spmetimes 
adopted,  of  signing  their  names  to  articles  of  agree- 
ment, in  a  "  ring,"  so  that  no  one  could  tell  who 
signed  first,  —  as  such  a  one  would  be  considered 
the  most  guilty.  Though  the  practice  is  not  in  use 
with  us,  we  still  use  the  word  as  expressive  of  the 
leading  person  in  any  wrong-doing,  always  consider- 
ing the  "  ringleader  "  of  a  party  as  the  -most  influ- 
ential, and,  in  cases  of  damage  or  wrong-doing,  the 
most  reprehensible. 

Our  word  candidate  is  derived  from  a  Latin  word 
signifying  white,  —  those  who  were  candidates  for 
office  in  Rome  being  required  to  wear  a  white 
gown.  If  all  candidates  for  office  in  our  times 
should  be  required  to  dress  in  white,  our  streets 
would  present  quite  a  gala  appearance. 

The  word  windfall  is  quite  an  expressive  word 
with  us.  By  the  tenure  of  some  of  the  estates  in 
England,  the  felling  of  trees  was  prohibited,  the 
timber  being  reserved  for  the  royal  navy.  If  any 
trees  were  prostrated  by  the  wind,  they  became  the 
property  of  the  occupant  of  the  grounds.  Hence  a 
tornado  was  quite  a  god-send  or  "  windfall  "  to  ten- 
ants of  estates.  With  us  the  term  is  used  to  ex- 
press any  pecuniary  fortune  received  by  any  one. 

The  word  blackguard  is  said  to  have  originated  in 
the  fact  that  a  number  of  filthy,  ragged,  and  rogu- 
ish boys  attended  the  Horse  Guards  at  parade  in 
St.  James's  Park,  to  black  the  boots  of  the  soldiers, 
etc.  These,  from  their  constant  attendance  about 


STUDY    OP    WORDS. 


Blackguard.  —  Humbug. 


the  time  of  Guard  meeting,  received  the  appellation 
of  "  blackguards,"  —  a  term  now  applied  to  a  class 
of  persons  who  are  many  degrees  below  a  common 
boot-black. 

The  word  humbug,  perhaps  quite  too  common 
with  us,  is  said  to  be  a  corruption  of  Hamburg. 
"  During  a  period  when  war  prevailed  on  the  Conti- 
nent, so  many  false  reports  and  lying  bulletins  were 
fabricated  at  Hamburg,  that  at  length,  when  any 
one  wished  to  signify  his  disbelief  of  a  statement, 
lie  would  say,  '  You  had  that  from  Hamburg,'  or, 
1  That  is  Hamburg,'  and,  finally,  '  That  is  a  hum- 

ivg: " 

The  expression  "  under  the  rose  "  had  its  origin 
from  the  fact  that  confessionals,  or  the  ceilings  of 
the  rooms,  were  ornamented  with  representations 
of  the  rose. 

The  word  quarantine  is  often  used  by  those  who 
comprehend  neither  its  origin  nor  signification.  It 
is  derived  from  the  Italian  word  quarantina,  mean- 
ing forty.  It  was  customary  among  the  Venetians, 
by  whom  the  practice  was  originated,  to  confine 
vessels  at  quarantine  forty  days,  it  being  generally 
believed  that,  if  contagion  did  not  spread  within 
that  time,  there  need  be  no  apprehension  there- 
after. The  time  for  the  detention  with  us  varies 
with  circumstances. 

The  expression  "  robbing  Peter  to  pay  Paul," 
has  been  explained  as  follows:  "  In  the  time  of  Ed- 
ward VI.,  much  of  the  lands  of  St.  Peter,  at  West- 
minster, were  seized  by  his  Majesty's  ministers  and 
courtiers ;  but,  to  reconcile  the  people  to  the  rol >- 


284  THE  TEACHER'S  ASSISTANT. 

Husband.  —  Wife. 

bery,  they  allowed  a  portion  of  the  income  to  be 
appropriated  to  the  repairs  of  St.  Paul's  Church. 

"  The  origin  of  the  phrase,  '  Mind  your  p's  and 
#'s,'  is  said  to  have  been  a  call  of  attention,  in  the 
old  English  alehouses,  to  the  pints  and  quarts  being 
scored  down  to  the  unconscious  or  reckless  beer- 
bibber." 

"Some  words,"  says  Trench,  in  his  excellent 
work  on  the  Study  of  Words,  "  having  reference  to 
the  family  and  the  relations  of  family  life,  are  not 
less  full  of  teaching.  For  example,  '  husband  '  is 
properly  '  house-band,'  the  band  and  bond  of  the 
house,  who  shall  bind  and  hold  it  together.  Thus 
old  Tusser,  in  his  Points  of  Husbandry :  — 

'  The  name  of  the  husband  what  is  it  to  say  ? 
Of  wife  and  of  household  the  band  and  the  stay.' 

So  that  the  very  name  may  put  him  in  mind  of  his 
authority,  and  of  that  which  he  ought  to  be  to  all 
the  members  of  the  house.  And  the  name  '  wife  ' 
has  its  lessons  too,  although  not  so  deep  a  one  as 
the  equivalent  words  in  some  other  tongues.  It 
belongs  to  the  same  family  of  words  as  '  weave,' 
'  woof,'  '  web,'  and  the  German  '  wcben.'  It  is  a 
title  given  to  her  who  is  engaged  at  the  web  and 
woof,  these  having  been  the  most  ordinary  branches 
of  female  industry,  of  wifely  employment,  when  the 
language  was  forming.  So  that  in  the  word  itself 
is  wrapped  up  a  hint  of  earnest  in-door,  stay-at-home 
occupations,  as  being  the  fittest  for  her  who  bears 
this  name."  Again,  the  author  just  quoted  says: 
"  You  will  often  be  able  to  glean  knowledge  from 


STUDY    OP    WORDS.  285 

Information  from  Words. 

the  names  of  things,  that  will  prove  both  curious 
and  interesting.  What  a  record  of  invention  is  pre- 
sented in  the  names,  which  so  many  articles  bear, 
of  the  place  from  which  they  first  came,  or  the  per- 
son by  whom  they  were  first  invented.  The  bayo- 
net tells  us  that  it  was  first  made  at  Bayonne  ;  cam- 
brics, that  they  came  from  Cambray  ;  damasks,  from 
Damascus  ;  arras,  from  the  city  of  the  same  name  ; 
cordwain,  or  cordovan,  from  Cordova ;  currants, 
from  Corinth  ;  the  guinea,  that  it  was  originally 
coined  of  gold  brought  from  the  African  coast  so 
called  ;  camlet,  that  it  is  woven,  at  least  in  part,  of 
camel's  hair.  Such  has  been  the  manufacturing 
progress  of  England*  that  we  now  send  our  calicoes 
and  muslins  to  India  and  the  East ;  yet  the  words 
give  standing  witness  that  we  once  imported  them 
thence  ;  for  calico  is  from  Calicut,  and  muslin  from 
Moussul,  a  city  in  Asiatic  Turkey." 

We  shall  find  some  words  used  by  ancient  writ- 
ers, but  not  now  in  use,  which  were  quite  as  ex- 
pressive as  those  substituted  for  them.  Among 
these  are  dcathsman  for  executioner;  scatterling 
for  vagabond  or  spendthrift;  moonling  for  lunatic, 
&c.  In  teaching  geography,  how  much  interest 
you  may  impart  to  the  lesson  by  explaining  the 
meaning  or  origin  of  certain  words  or  names.  For 
example,  if  "  Alabama  "  occurs,  say  that  it  was  an 
Indian  word,  signifying  "  here  we  rest."  It  is  said 
that  a  peaceful  trilte  of  the  aborigines,  being  driven 
from  their  home,  wandered  about  until  they  came 


*  The  author  resides  in  London. 


286  THE  TEACHER'S  ASSISTANT. 

Examples  continued. 

to  the  banks  of  a  river,  where  they  stopped,  ex- 
claiming, "  Al-a-ba-ma  !  "  or,  "  Here  we  rest." 

Azores  comes  from  a  word  meaning  hawk,  and  is 
applied  to  a  group  of  islands  on  which  this  bird 
abounded. 

Cape  is  from  the  Latin  caput,  meaning  the  head. 
A  cape  is  the  head  of  the  land. 

The  name  "  Lena,"  signifying  sluggard,  is  given 
to  a  certain  river  in  Asia  which  is  very  sluggish 
in  its  flow. 

Holland  is  from  "  hollow  land,"  a  large  portion 
of  the  country  being  so  low  as  to  render  it  neces- 
sary to  construct  embankments,  or  dikes,  to  prevent 
the  inflowing  of  the  sea. 

Ladrones  comes  from  a  word  meaning  thieves. 
So  named  by  Magellan,  on  account  of  the  thievish 
propensities  of  the  inhabitants. 

Patagonia,  from  the  Spanish  patagon,  meaning 
large  feet.  Magellan  so  called  the  country  from 
the  fact  that  the  natives  seemed  to  have  feet  of 
extraordinary  size. 

Porto  Rico  means  "  rich  harbor." 

Schuylkill,  from,  the  Dutch,  meaning  "hidden 
creek."  The  first  explorers  of  the  Delaware  passed 
the  mouth  of  the  Schuylkill  without  observing  it. 

Winnipiseogee,  the  name  of  a  beautiful  lake 
among  the  highlands  of  New  Hampshire,  is  said  to 
have  come  from  an  Indian  word  signifying  u  the 
smile  of  the  Great  Spirit."  * 

But  these  cases  will  suffice  to  give  you  an  idea 
of  the  interest  that  may  be  awakened  in  the  study 
of  words.  As  helps  in  this  particular,  I  would  refer 


MISCELLANEOUS    KNOWLEDGE.  287 

Books  referred  to. 

you  to  Trench  on  the  Study  of  Words,  and  to 
Webster's  or  Worcester's  unabridged  Dictionary. 
From  either  of  these  works  you  may  derive  a  vast 
amount  of  interesting  and  valuable  information. 
If  you  will  keep  by  you  a  small  blank-book,  in 
which  you  may  record  such  words  and  phrases  as 
come  under  your  observation,  you  may,  at  the  end 
of  a  year,  have  a  collection  that  you  will  highly 
prize.  If  you  can  induce  your  pupils  to  adopt  a 
similar  plan,  you  will  do  much  to  awaken  in  them 
a  spirit  of  observation  and  investigation. 

MISCELLANEOUS  KNOWLEDGE.  —  Improve  every  op- 
portunity for  imparting  general  information,  and 
awakening  an  interest  in  passing  events.  Almost 
every  newspaper  will  furnish  you  some  pertinent 
topics.  If  you  meet  with  an  account  of  any  event 
or  transaction  of  importance,  make  it  the  subject 
of  a  few  minutes'  conversation,  and  explain  what- 
ever may  lie  necessary.  If  places  are  named,  have 
them  pointed  out  on  the  map,  thus  both  fixing  in 
the  mind  the  event  itself  and  the  locality  of  the 
same.  So  far  as  possible,  give  a  practical  turn  to 
all  miscellaneous  exercises.  By  exercising  a  little 
judgment  and  care,  you  may  introduce  all  the  exer- 
cises named  in  this  letter  without  interfering  with 
any  of  the  regular  and  prescribed  studies  of  the 
school ;  and  their  introduction  will  add  to  the  gen- 
eral interest  and.  progress  of  the  school  in  other 
matters. 

Your  sincere  friend, 

C. 


LETTER    XX. 

PRIMAKY  SCHOOLS. 

MY  DEAR  FRIEND:  — 

I  IMAGINE  you  may  express  some  surprise  at  the 
subject  of  this  letter.  Perhaps  you  will  exclaim, 
"  What  have  I  to  do  with  primary  schools  ?  "  If  so, 
I  will  say,  that  I  hope  you  may,  at  some  time,  be- 
come qualified  to  take  charge  of  one,  though  I  con- 
fess that  I  have  doubts  on  this  point.  We  may 
differ  somewhat  in  our  estimates  of  these  schools. 
In  my  opinion,  they  have  never  been  properly  ap- 
preciated nor  suitably  cared  for.  Lying  as  they  do 
at  the  very  foundation  of  a  system  of  education, 
they  are  too  often  regarded  as  unimportant,  though 
unavoidable,  appendages  to  our  common-school  sys- 
tem. Teachers  of  moderate  attainments  and  with- 
out experience  are  often  employed  in  them,  merely 
because  their  services  can  be  secured  at  a  lower 
rate  of  compensation.  But,  in  reality,  these  schools 
are  of  the  first  consideration,  and  they  should  receive 
the  services  and  influence  of  the  best  of  teachers. 
As  it  is  in  them  that  the  young  receive  their  earli- 
est school  impressions,  it  must  be  readily  seen  that 


PRIMARY    SCHOOLS.  289 

Early  Influences. 

it  would  be  no  easy  matter  to  over-estimate  their 
true  importance.  The  influence  of  wrong  disci- 
pline, erroneous  teaching,  or  improper  example,  in 
these  schools,  will  be  felt  unfavorably  in  all  our 
higher  schools  and  seminaries  of  learning.  While 
I  hardly  dare  hope  that  you  will  ever  become  a 
model  teacher  of  a  primary  school,  I  do  hope  the 
few  lines  I  may  write  on  this  subject  will  tend  to 
form  in  your  mind  a  just  estimate  of  the  influence 
of  such  a  school  in  our  educational  system. 

We  well  know  that  the  instructions  and  influ- 
ences to  which  we  were  exposed  in  early  childhood 
were  those  which  most  strongly  and  indelibly  im- 
pressed themselves  upon  our  minds  and  characters. 
How  many  lessons  which  we  then  learned,  how 
many  sights  which  we  then  saw,  how  many  impres- 
sions which  we  then  received,  seem  closely  inwoven 
into  our  very  natures,  and  to  be  fresh  and  forceful 
in  our  memories,  while  many  of  the  lessons  and 
scenes  and  incidents  of  a  later  period  are  either 
wholly  forgotten,  or  but  dimly  and  imperfectly  re- 
membered !  How  many  there  arc  who  pass  through 
life  constantly  suffering  from  the  influences  of  the 
exaggerated  or  fictitious  stories  and  representations 
to  Avliich  they  listened  in  childhood's  tender  years, 
-  influences  which  maturcr  years  and  riper  judg- 
ment cannot  entirely  eradicate,  though  they  may 
bring  a  sort  of  conviction  of  their  falsity!  How 
many  superstitious  notions  and  absurd  ideas  have 
been  so  thoroughly  inwrought  into  our  early  being, 
that  no  after-training  or  culture  could  remove  them ! 


290  THE  TEACHER'S  ASSISTANT. 

Importance  of  Early  Training. 

How  many  foolish  prejudices  and  senseless  antipa- 
thies the  young  have  received  from  persons  with 
whom  they  have  associated,  or  from  the  circum- 
stances by  which  they  were  surrounded !  How 
many,  during  the  first  few  years  of  their  existence, 
have  formed  and  fostered  those  uncharitable  feelings, 
and  those  distorted  and  unseemly  habits,  which 
have  tended  to  darken  and  embitter  the  whole  cur- 
rent of  subsequent  life  ! 

In  view  of  considerations  like  these,  how  essential 
is  it  that  special  care  and  attention  be  devoted  to 
the  early  training  of  the  young  !  The  lessons  and 
teachings,  the  scenes  and  the  habits,  which  exert 
their  influences  during  the  first  six  or  eight  years  of 
existence,  make  more  lasting  impressions  than  those 
of  any  score  of  years  of  after  life.  The  little  songs 
and  hymns,  the  maxims  and  the  verses,  which  lisp- 
ing children  learn  by  slowly  repeating  as  their 
mothers  dictate,  find  so  secure  a  lodgment  in  the 
mind,  that  no  future  lessons  can  wholly  supplant 
them.  A  distinguished  statesman  once  said,  "  Let 
mo  make  the  songs  for  the  youth,  and  I  care  not 
who  make  the  laws."  With  far  more  of  truth  one 
might  say,  "  Let  me  have  the  control  of  the  young 
during  the  first  four  years  of  their  school  life,  and  I 
care  not  who  has  their  subsequent  management." 

But  notwithstanding  the  immense  importance  of 
early  training,  how  sadly  and  how  extensively  is  it 
neglected  or  perverted  !  In  how  many  instances 
are  children  not  only  not  taught  to  go  in  the  way 
they  ought,  but  arc  left  to  go  in  their  own  way,  or, 


PRIMARY    SCHOOLS.  291 

Early  Teachings  should  be  correct. 

what  is  worse,  left  exposed  to  such  examples  and 
impressions  as  will  most  surely  lead  them  in  the 
way  in  which  they  ought  not  to  go  !  How  many  of 
those  untoward  manifestations  which  are  so  often 
made  in  the  community,  and  of  those  feelings  of 
insubordination  and  disorganization  which  so  fre- 
quently and  so  greatly  shock  good  citizens,  owe 
their  origin  to  the  neglected  or  perverted  opportu- 
nities and  privileges  of  early  youth  ! 

If  such  are  ever  the  tendencies  or  results  of  in- 
judicious or  wrong  early  training,  or  of  neglect,  it 
must  seem  obvious  that  primary  schools  should 
assume  a  high  position  in  the  public  estimation. 
In  them  the  young  receive  their  first  and  most  en- 
during school  impressions.  In  them  they  form 
habits  and  views  which  will  "  grow  with  their 
growth,  and  strengthen  with  their  strength."  Most 
truthfully  and  expressively  has  the  poet  said,  — 

"  The  mind,  impressible  and  soft,  with  case 
Imbibes  and  copies  what  she  hears,  and  sees, 
And  through  life's  labyrinth  holds  fast  the  clew 
That  first  instruction  gives  her,  false  or  true." 

How  desirable,  then,  that  these  early  lessons  and 
influences  should  be  of  the  right  kind,  and  imparted 
in  the  right  way!  The  mind  of  a  child  may  bo 
easily  turned  from  a  correct  course  by  ill-judged 
and  unwise  plans,  or  by  the  chilling  effects  of  neg- 
lect, on  the  part  of  those  under  whoso  care  they  pass. 
their  early  years,  —  and  some  trivial  circumstance, 
or  some  apparently  insignificant  cause,  bearing 


292  THE  TEACHER'S  ASSISTANT. 

Parental  Indifference. 

upon  the  youthful  mind,  may  give  a  change  or 
tinge  to  the  whole  future  life. 

It  would  seem  that  parents  acted  less  wisely  in 
relation  to  this  subject  than  in  any  other  concern. 
The  judicious  and  skilful  husbandman  does  not 
neglect  his  young  trees  and  leave  them  to  assume 
uncomely  shapes,  or  to  be  dwarfed  and  choked  by 
rank  weeds  or  from  want  of  proper  culture,  with 
the  idea  that  they  are  soon  to  be  removed  to  a  dif- 
ferent situation.  He  will  rather  watch  them  witli 
special  interest,  and  train  them  with  extra  care,  that 
they  may  prove  specimens  worthy  of  transplantation. 
Knowing  full  well  that 

"  As  the  twig  is  bent  the  tree 's  inclined," 

lie  will  labor  most  assiduously  to  see  that  every 
vine  and  treclct  assumes  and  retains  the  right 
"  bent"  ;  and,  if  he  has  occasion  to  employ  any  one 
to  assist  him  in  their  culture  and  training,  he  will 
wisely  select  some  one  of  known  skill  and  judg- 
ment. 

The  farmer  who  has  a  colt  to  be  trained,  does  not 
manifest  indifference  as  to  whom  the  task  shall  be 
committed ;  nor  does  he  hazard  injury  and  loss  by 
intrusting  the  work  to  incompetent  hands,  with  a 
view  to  saving  a  few  dollars  and  cents  ;  for  he  well 
knows  that  much  of  the  animal's  value  and  use- 
fulness will  consist  in  the  manner  in  which  he  is 
"broken"  to  work  and  travel; — and  yet  how 
passing  strange  is  it  that  parents  arc  often  less  wise 
and  less  interested  in  relation  to  the  moulding  and 


PRIMARY   SCHOOLS.  293 

An  Incident  in  Germany. 

training  of  the  immortal  minds  of  their  offspring, 
and  that,  for  a  trifling  pecuniary  saving,  they  will 
risk  the  happiness  and  usefulness  of  those  whom 
God  has  intrusted  to  their  charge  ! 

Those  employed  to  teach  in  our  primary  schools 
should  not  only  be  well  qualified  in  a  literary  point 
of  view,  but  they  should  abound  in  every  lovely  and 
desirable  trait  of  character.  Decided,  kind,  affec- 
tionate, pleasant,  and  active,  all  their  movements, 
actions,  and  expressions  should  be  such  as  may  be 
safely  and  profitably  imitated.  The  teacher  of  a 
primary  school  should  be  a  pattern  of  every  good,  — 
a  model  worthy  of  the  closest  imitation.  George  B. 
Emerson,  Esq.,  a  distinguished  educator,  in  speak- 
ing of  a  recent  visit  to  schools  in  Germany,  thus 
strongly  and  beautifully  testifies  to  the  importance 
of  elementary  schools,  and  at  the  same  time  gives 
some  Valuable  hints  on  teaching  the  alphabet. 

"  The  most  striking  and  beautiful  lesson  I  heard 
in  Germany  was  in  Dresden,  conducted  by  a  man 
of  very  high  qualifications.  It  was  a  lesson  in  teach- 
ing the  alphabet.  Young  ladies  and  young  gentle- 
men are  very  apt  to  think,  '  What  a  drudgery  this 
is !  Only  think,  that,  with  my  qualifications,  I 
should  be  content  to  teach  the  beggarly  elements  ! 
What  a  position !  0,  that  I  could  be  in  a  sphere 
fitter  for  my  capacities  ! '  That  is  a  great  and  fun- 
damental mistake  wbich  leads  any  teacher  to  utter 
such  words.  There  is  no  lesson  ever  taught  in  at/// 
school,  so  important  as  the  alphabet.  Teaching  our 
crabbed  English  language  is  the  hardest  thing  in 

25* 


294  THE  TEACHER'S  ASSISTANT. 

Teaching  the  Alphabet. 

the  world.  Our  language  is  the  hardest  one  to  read, 
from  the  fact  that  there  is  not  the  most  remote  con- 
nection between  the  words  used  and  the  sounds  ex- 
pected. There  cannot  he  a  higher  office  than  that 
of  giving  the  very  elements  of  instruction. 

"  What  was  very  striking,  in  connection  with  the 
school  at  Dresden,  was,  that  the  teacher  had  a  class 
of  about  forty  boys,  all  nearly  of  the  same  age,  and 
none  of  them  less  than  seven  years  old,  coming  for 
the  first  time  to  learn  the  alphabet.  Those  sensible 
people,  who  wish  to  make  as  much  as  possible  of 
their  scholars,  do  not  allow  their  children  to  bo 
taught  the  alphabet  before  they  are  seven  years  old. 
The  admirable  teacher  of  these  boys  began  by  draw- 
ing a  fish,  and  asking  the  boys  to  tell  what  it  was. 
Some  said  it  was  a  fish,  some  that  it  was  a  picture 
of  a  fish  ;  but  some  that  it  had  no  color,  and  there- 
fore was  not  a  picture,  but  something  the  teacher 
drew.  So  they  arrived,  after  a  series  of  questions, 
at  the  conclusion  that  it  was  a  drawing-  of  a  fish  ; 
not  a  picture,  because  that  would  have  color ;  and 
not  a  fish,  because  that  would  have  life.  Then  all 
the  class  were  called  on  to  say,  together,  '  That  is  a 
drawing  of  a  fish.'  As  that  would  form  a  good  sen- 
tence, they  were  required  to  repeat  it  till  they  could 
utter  it,  as  well  as  possible,  giving  every  articulate 
sound  clearly.  Then  he  would  ask  each  one  to  read 
the  sentence.  Then,  from  a  set  of  large  blocks,  he 
selected  the  letters  to  spell  the  word  //x//,  and,  hav- 
ing shown  them  to  the  class,  he  asked  them  to 
select  the  letters  to  spell  it^  then  to  go  to  their  scats 


PRIMARY    SCHOOLS.  295 


A  Valuable  Suggestion. 


and  draw  the  letters  011  their  slates.  Some  would 
succeed  well,  and  some  would  fail  entirely ;  but  to 
those  that  failed  there  was  no  reproof,  though  to 
those  that  succeeded  words  of  encouragement  were 
given. 

"  In  about  ten  minutes  he  called  on  the  boys 
again,  and  inquired,  '  What  is  a  fish  ?  '  and  put  sev- 
eral questions  to  lead  them  to  think  about  a  fish, 
and  would  converse  with  them  about  the  facts  in  its 
natural  history ;  and  at  each  conclusion  he  would 
make  them  express  their  conclusion  as  well  as  their 
organs  could  utter  it.  That  was  the  striking  thing, 
—  the  lesson  in  making  sentences,  in  speaking  good 
German,  and  in  pronouncing  correctly. 

The  first  thing  to  be  noticed  here  is  the  fact  that 
a  gentleman  of  the  highest  intelligence,  possessed 
of  all  knowledge,  a  beautiful  knowledge  of  natural 
history,  did  not  think  himself  degraded  in  the  least 
degree  by  teaching  the  alphabet.  Another  thing  to 
be  noticed  was,  that  those  things  which,  in  the  old- 
fashioned  schools,  were  considered  unsuitable,  they 
were  encouraged  to  do, —  that  is,  to  make  pictures. 
Another  thing  that  was  very  noticeable,  was  the 
thoroughness  with  which  the  languages  were  taught 
in  the  gymnasia.  The  master  would  have  forty 
boys  of  just  the  same  age  and  the  same  attainments. 
The  little  which  the  teacher  attempted  to  teach  at 
one  time  was  a  striking  feature  of  the  instruction. 
A  single  short  sentence  of  three  words  was  given  ; 
but  in  regard  to  them  he  led  them  to  observe  every- 
thing, and  reviewed  everything  they  had  become 


296  THE  TEACHER'S  ASSISTANT. 


Kev.  Dr.  Lothrop. 


familiar  with,  and  they  were  kept  familiar  with  it 
by  continual  repetition.  After  they  had  learned  a 
single  sentence,  they  were  to  use  that  in  making 
other  sentences.  The  degree  of  thoroughness  with 
which  this  instruction  was  given  almost  transcends 
belief." 

I  trust  the  extract  just  given,  together  with  what 
I  may  add,  will  tend  to  elevate,  in  your  mind,  the 
primary  school,  and  though  you  may  never  become 
a  teacher  of  such  a  school,  it  is  very  desirable  that 
you  should  possess  right  views  and  a  proper  esti- 
mate of  its  true  importance  in  the  great  system  of 
popular  education.  If  you  clearly  understand  the 
subject,  you  may  do  much  for  the  dissemination  of 
correct  sentiments. 

The  Rev.  Doctor  Lothrop,  a  member  of  the  School 
Committee  of  the  city  of  Boston,  thus  speaks  of 
primary  schools :  — 

"  As  parts  of  a  great  system  of  public  instruction, 
it  is  scarcely  possible  to  attach  too  much  importance 
to  the  primary  schools.  They  are  the  base  of  the 
pyramid,  and  in  proportion  as  the  base  is  enlarged 
and  its  foundations  strengthened,  the  superstruc- 
ture can  be  reared  with  case  and  rapidity,  in  grace- 
ful proportions,  and  to  a  towering  height.  Under 
the  improvements  which  are  now  in  operation,  and 
others  that  will  be  introduced,  it  is  hoped  that  the 
children  in  the  primary  schools  will  bo  rescued  from 
that  waste  of  time  and  misdirection  of  powers  hith- 
erto unavoidable,  and  so  instructed  and  carried 
forward,  as  that  every  child,  on  attaining  the  requi- 


PRIMARY    SCHOOLS.  297 

The  School-House. 

site  age,  shall  be  competent  and  qualified,  not  only 
to  enter  the  grammar  schools,  but  to  improve  the 
privileges  and  advantages  there  offered.  And  in 
proportion  as  the  children  entering  the  grammar 
schools  come  thoroughly  qualified  and  prepared, 
these  schools  themselves  will  be  improved,  and 
a  large  number  of  pupils  pass  through  them  at 
an  age  sufficiently  early  to  allow  them  to  enjoy  the 
benefit  of  the  high  schools,  before  the  time  arrives 
at  which  they  wish  to  leave  school  for  some  active 
employment.  Thus,  by  improving  the  primary,  we 
improve  the  grammar,  extend  the  advantages  of  the 
high  schools,  and  make  our  whole  system  of  public 
instruction,  of  popular  education,  what  it  ought  to 
lie,  progressive  and  not  stationary ." 

As  you  may,  at  some  time,  aspire  to  teach  one  of 
these  elementary  schools,  let  me,  in  brief,  give  you 
a  few  hints  bearing  upon  them. 

The  School-House.  —  When  it  is  remembered 
that  children  arc  educated  and  influenced  by  what 
I  hey  see,  as  well  as  by  what  (hey  hear,  it  would 
seem  very  important  to  have  the  surroundings  of 
childhood's  days  pleasant  and  attractive.  Espe- 
cially should  this  be  true  of  the  school-house,  in 
which  the  little  ones  receive  their  earliest  school 
impressions.  The  spot  itself  should  be  one  of  Xa- 
!  lire's  choicest,  —  one  which  will  be  inviting  to  the 
eve.  The  school-room  should  be  constructed  with 
particular  reference  to  the  comfort  and  convenience 
of  the  children.  The  walls  should  be  covered  with 


298  THE  TEACHER'S  ASSISTANT. 

Hours  of  Confinement. 

maps,  paintings,  mottoes,  and  drawings ;  and  if  a 
case  could  be  provided  for  the  reception  of  such 
objects  of  interest  as  the  children,  or  others,  may 
bring  to  the  school-room,  it  will  prove  an  addi- 
tional attraction,  and  become  truly  valuable  in  con- 
nection with  those  pleasant  Object  Lessons  which 
should  occupy  so  prominent  a  part  of  instruction 
in  primary  schools.  A  pleasant  school-house  and 
yard  will  have  a  very  happy  influence  on  the  early 
school  days  of  children. 

The  Hours  of  Confinement.  —  In  most  of  our 
schools  the  younger  pupils  are  confined  quite  too 
many  hours  in  the  day.  It  is  no  great  pleasure  for 
little  four-years-old  boys  or  girls  to  go  to  school  and 
sit  still,  on  hard  seats,  some  six  hours  daily,  —  and 
it  is  extremely  unreasonable  to  require  them  to  do 
FO.  For  all  under  the  age  of  seven  or  eight  years, 
two  or  three  hours  daily  of  school  confinement 
will  prove  sufficient.  Let  the  remainder  of  the 
lime,  usually  allotted  to  school  exercises,  or  rather 
to  motionless  position,  be  spent  upon  the  play- 
ground, and  let  the  teacher  watch  them  there,  that 
she  may  teach  them  how  to  play.  How  many  val- 
uable lessons  might  be  given  on  the  play-ground, 
bv  judicious  efforts  in  cultivating  those  kindly  and 
friendly  feelings  which  ought  to  prevail  in  all  com- 
munities,—  lessons  in  patience,  self-denial,  forgive- 
ness, sympathy,  generosity,  &c. 

The  E.rcri'isc.s  of  the  Primary  School.  —  These 


PRIMARY    SCHOOLS.  299 


Rules  and  Maxims  for  Teachers. 


should  be  made  brief  and  interesting.  The  black- 
board and  slate,  and  simple  pieces  of  apparatus, 
should  be  in  frequent  use.  But  it  will  not  be 
necessary  that  I  give  any  detailed  list  of  suitable 
exercises.  An  excellent  "  Manual  for  Primary 
Schools"  is  soon  to  be  presented  to  the  public, — 
prepared  by  one*  who  has  taken  a  deep  and  judi- 
cious interest  in  these  schools.  From  an  examina- 
tion of  the  plan  and  some  of  the  contents  of  the 
book,  in  manuscript,  we  are  persuaded  it  will  be  a 
work  of  inestimable  value  to  teachers  and  schools. 
This  work,  and  Hooker's  "  Child's  Book  of  Com- 
mon Objects,"  will  be  so  fruitful  of  hints  and  in- 
formation, that  I  can  do  no  better  than  refer  you 
to  them. 

I  will  close  this  letter  by  giving  a  few  plain  and 
simple  hints,  in  the  form  of  rules  for  teachers  and 
pupils. 

RULES    AND    MAXIMS    FOR   THE    TEACHER. 

1.  Endeavor  to  set  a  good  example  in  all  things. 

'2.  Xevcr  overlook  a  fault  or  let  it  go  unnoticed  ; 
but  always  forgive  when  you  find  true  sorrow  for  an 
error. 

H.  If  possible,  get  at  the  truth  of  every  charge, 
and  decide  neither  in  word  nor  deed  until  the  case 
is  clear.  Hasty  words  and  acts  often  cause  teach- 
ers sorrow. 

*  John  J).  rhilljriek,    Superintendent    of   Schools    in    the  df\   "f 
Boston. 


300  THE  TEACHER'S  ASSISTANT. 

Rules  for  the  Children. 

4.  Never  punish  when  anger  influences   you  or 
the  offender. 

5.  Prepare  yourself  for  every  lesson,  and  encour- 
age your  pupils  to  ask  questions ;  and  if  they  ask 
some  that  you  are  not  able  to  answer,  frankly  ac- 
knowledge your  inability. 

6.  Take  special  pains  with  the  dull  and  backward 
children.     It  is  the  highest  merit  to  be  able  to  inter- 
est and  teach  the  dull. 

7.  Remember  that  you  are  laying  the  foundations 
of  knowledge,  and  therefore   aim  at  thoroughness. 
Not  how  much,  but  how  well. 

8.  Encourage  cleanliness  of  person ;  neatness  of 
desk,  books,  floor,  &c. 

9.  If  possible,  secure  good  ventilation.     Raise  the 
windows  during  recess  and  at  noon. 

10.  Improve    every    opportunity    for    imparting 
moral  instruction,  and  making  moral  impressions. 

11.  Daily  add  to  your  own  stock  of  knowledge, 
never  forgetting  that  knowledge  is  power. 

12.  Let  all  your  intercourse   and  dealings  with 
your  pupils  be  characterized  by  a  spirit  of  love  for 
them,  and  a  desire  to  do  them  good. 

IB.    Be  yourself  taught  of  Him  who  took  little 
children  in  his  arms  and  blessed  them. 

RULES    AND    MAXIMS    FOR   THE    CHILDREN. 

These  may  be  repeated   daily,  by  the  pupils,  in 
concert. 

1.  We  must  be  gentle  and  kind  to  each  other. 


PRIMARY    SCHOOLS.  301 

Rules  and  Maxims. 

2.  We  must  love  and  obey  our  teachers. 

3.  We  must  always  act  and  speak  the  truth. 

4.  We  must  never  speak  evil  of  others. 

5.  We  must  be  honest  in  all  things. 

6.  We  must  attend   to   our  lessons  and  to  the 
words  of  our  teacher. 

7.  We  must  use  no  bad  words. 

8.  We  must  be  neat,  and  keep  our  books  and 
desks  clean  and  free  from  marks. 

9.  We  must  never  be  absent,  unless  we  are  sick. 

10.  We  must  never  be  tardy. 

11.  We  must  be  kind  to  all. 

12.  We  must  always  speak  pleasantly. 

13.  We  must  not  get  angry. 

14.  We  must  love  and  obey  God. 

15.  We  must  at  all  times  Do  RIGHT. 

These  maxims  and  rules  will  be  suggestive  to  you 
and  to  your  pupils.  It  will  be  well,  occasionally, 
to  make  one  a  subject  for  familiar  remarks,  —  and 
particularly  after  your  attention,  or  that  of  the 
school,  has  been  called  to  its  violation. 

Your  sincere  friend, 


LETTER    XXI. 

HABITS. 

MY  DEAR  FRIEND:  — 

THUS  far  I  have  written  principally  in  relation  to 
the  daily  studies  of  the  school,  and  to  its  discipline 
and  general  management.  These  of  course  are  all 
important,  but  they  by  no  means  cover  the  whole 
ground  of  your  labors.  .  You  have  something  more 
to  do,  and,  consciously  or  unconsciously,  you  are 
daily  imparting  other  lessons,  which  will  prove  a 
benefit  or  an  injury  to  those  under  your  charge. 
Influences  of  some  kind  you  must  and  will  daily 
impart.  See  to  it  that  they  are  of  the  right  kind. 
Do  not  for  a  moment  imagine  that  your  pupils 
have  received  all  that  is  due  from  you  when  you 
liaA'e  heard  them  "  say  their  lessons."  By  word 
and  example  you  must  give  to  them  many  a  lesson 
not  given  in  their  text-books.  Your  constant  effort 
must  be,  not  only  to  make  them  proficients  in  their 
book-lessons,  but  also  to  do  what  you  can  to  pro- 
mote correct  habits  of  thought,  expression,  and 
action.  Your  example  and  your  expressed  views 
must  be  the  main  agencies  in  this  direction.  Be 


HABITS.  303 

Train  your  Pupils  for  Life's  Duties. 

sure  that  your  example  is  a  worthy  one,  and  also 
that  your  views  are  correct  in  themselves,  and 
clearly  understood  by  your  pupils.  Consider  that, 
when  a  few  brief  years  shall  have  passed  away,  the 
boys  arid  girls  now  under  your  training  will  be  men 
and  women,  —  acting  their  parts  in  the  great  drama 
of  life.  How  those  parts  shall  be  acted  depends, 
in  a  great  degree,  upon  the  instructions  and  impres- 
sions they  receive  from  you,  —  their  teacher.  Con- 
stantly and  earnestly,  then,  try  so  to  train  and 
influence  them  that  they  will  become  men  and 
women  in  the  highest  and  truest  sense,  —  ever  act- 
ing well  their  parts,  and  diffusing  good  to  all  around 
them.  In  an  important  sense  teachers  reproduce 
themselves  in  their  pupils, —  and  what  they  are, 
their  pupils  will  become.  Aim,  therefore,  to  teach 
them  such  lessons  as  they  will  most  need  when  they 
become  men, —  such  as  will  tend  to  make  them 
good  citizens,  agreeable  associates,  faithful  in  the 
discharge  of  every  duty  that  may  devolve  upon 
Hicni. 

I  wish  more  particularly,  in  this  letter,  to  call 
your  attention  to  a  few  points  to  which  you  should 
direct  attention  frequently,  as  tending  to  the  forma- 
tion of  habits  which  are  alike  essential  to  happiness 
and  usefulness.  In  many  cases  your  known  and 
clearly  expressed  views  in  relation  to  these  hiibils 
will  be  sufficient.  Aim,  then,  not  only  to  have 
vour  views  so  clearly  understood  that  they  will  be 
felt,  but  also  be  sure  to  have  them  fully  confirmed 
by  examples  of  the  clearest  propriety.  Precept 


304  THE  TEACHER'S  ASSISTANT. 

Regularity. 

without  example  may  accomplish  somewhat;  pre- 
cept followed  by  wrong  example  will  often  prove 
worse  than  powerless ;  but  precept  and  example, 
in  harmonious  action,  will  be  powerful  indeed. 
How  often  is  the  usefulness  of  one  who  is  eminent 
for  scholarly  attainments  greatly  abridged  by  the 
indulgence  of  some  unfortunate  or  unbecoming 
habit !  In  view  of  this,  let  me  urge  you  to  incul- 
cate, by  constant  example  and  precept,  attention  to 
the  following  particulars  :  — 

1.  Regularity.  —  It  is  too  true  that  many  pupils 
in  our  schools  are   very  irregular  in  their  attend- 
ance.    Reasons  wholly  unimportant  or  quite  frivo- 
lous draw  them  from   the    school-room,  and  cause 
them  to  regard  their  school  duties  as  of  secondary 
importance.     Strive   to   impress  upon  their  minds 
the  importance  of  regularity  in  the  performance  of 
their  duties.     He  only  is  successful  as  a  merchant, 
mechanic,  farmer,  or  professional  man,  who  applies 
himself  with  regularity  to  the  peculiar  duties  of  his 
calling:  he,  and  he  only,  can  become  what  he  ought 
to  be,  as  a  scholar,  who  applies  himself  with  undcvi- 
ating  regularity  to  the  duties  of  the  school.     Habits 
of  regularity  formed  here  will  be  felt  for  good  in  all 
subsequent  life,  —  while  habits  of  indifference  and 
irregularity  in  relation  to  school  duties  will  mani- 
fest themselves  for  evil  in  all  the  business  relations 
of  life. 

2.  Punctuality.  —  The  habit  of  punctuality  is  as 


HABITS.  305 

The  Quaker's  View. 


rare  as  it  is  important.  In  all  the  arrangements  of 
life,  inconvenience,  and  often  loss,  are  experienced 
from  a  want  of  promptness  or  punctuality  on  the 
part  of  some.  In  how  many  of  our  churches  are 
the  exercises  interrupted  by  the  entrance  of  tardy 
ones !  How  often  are  the  operations  of  some  com- 
mittee delayed  by  the  dilatoriness  of  some  member 
or  members !  How  miich  annoyance  would  be 
avoided  in  all  business  operations,  if  all  were  scru- 
pulously punctual !  A  certain  committee,  consist- 
ing of  ten  members,  were  to  meet  at  ten  o'clock,  and 
the  business  was  such  as  to  require  the  presence  of 
all.  Nine  were  promptly  on  the  spot,  but  the  tenth 
came  a  half-hour  behind  the  time.  As  he  entered 
the  room,  he  gave  a  very  indifferent  apology  for  his 
tardiness,  when  an  honest  Quaker  who  was  a  mem- 
ber of  the  committee  rebuked  him  in  these  words : 
"  Friend,  thee  may  have  some  right  to  waste  thirty 
minutes  of  thine  own  time,  but  thee  certainly  lias 
no  right  to  waste  two  hundred  and  seventy  minutes 
of  the  time  of  those  on  the  committee  with  thee." 
Daily  inculcate  the  importance  of  exact  punctuality 
in  relation  to  every  duty  and  every  engagement. 
If  you  can  train  your  pupils  to  exactness  in  all 
their  school  duties  and  exercises,  you  will,  at  the 
same  time,  do  much  to  establish  a  habit  of  punctu- 
ality. He  that  is  punctual  in  regard  to  little  tilings 
will  be  so  in  regard  to  matters  of  greater  impor- 
tance. 

3.  Neatness.  —  Habits   of  neatness   and   clcanli- 


306  THE  TEACHER'S  ASSISTANT. 

Courtesy  and  Politeness. 

ness  are  so  essential  to  our  comfort  and  happiness, 
that  no  opportunity  for  urging  attention  to  them 
should  be  allowed  to  pass  unimproved.  Do  what 
you  can,  from  time  to  time,  to  promote  a  regard  for 
tidiness  of  personal  appearance  and  apparel,  and 
care  and  neatness  in  the  use  of  books,  arrange- 
ment of  desk,  etc.  Not  only  inculcate  the  impor- 
tance of  having  a  "  place  for  everything  and  every- 
thing in  its  place,"  but  also  of  having  all  things 
arranged  with  a  due  reference  to  neatness.  Habits 
of  neatness  formed  in  youth  will  be  permanent,  but 
if  a  lad  indulges  in  careless  and  slovenly  habits 
during  the  first  twelve  or  fifteen  years  of  his  -life 
it  will  be  almost  impossible  to  eradicate  the  same. 
"  Good  or  bad  habits  formed  in  youth  generally 
accompany  us  through  life." 

4.  Courtesy  and  Politeness.  —  Many  a  man  of 
high  qualifications  and  rare  talents  has,  in  a  good 
degree,  been  lost  to  the  community  on  account  of  a 
lack  of  courteousness,  or  from  some  forbidding  trait 
of  character.  True  courtesy  and  politeness,  man- 
ifested on  all  occasions  and  in  an  unassuming  way, 
will  give  to  him  who  exhibits  them  a  most  desirable 
influence  and  power.  Let  a  regard  to  these  be  daily 
encouraged  in  your  school.  Make  it  one  of  your 
requirements  that  all  questions  shall  bo  properly 
proposed,  and  all  answers  courteously  given,  —  and 
also  that  the  entire  demeanor  of  your  pupils,  not 
only  towards  their  teacher,  but  also  towards  each 
other,  and  all  with  whom  they  may  have  to  do,  shall 


HABITS.  307 

True  Symmetry  of  Character. 

be  in  strict  accordance  with  rules  of  propriety  and 
courtesy.  Attention  to  these  particulars  in  the 
school-room  will  be  promotive  of  good  order  and 
happiness  there,  and  at  the  same  time  tend  to  estab- 
lish such  habits  as  will  be  strong  helps  to  success 
and  usefulness  in  any  department  of  business.  If 
merchants  could  realize  the  difference  between  a 
truly  courteous  boy,  and  .one  who  is  the  reverse,  the 
former  would  always  be  preferred,  and  the  latter 
left  to  seek  employment  of  a  different  nature.  The 
instances  are  not  uncommon  in  which  a  customer 
is  driven  from  a  store  by  direct  rudeness  or  lack 
of  politeness  on  the  part  of  some  lad  there  em- 
ployed. 

Let  me  then  urge  you,  not  only  to  give  attention 
to  the  cultivation  of  such  habits  as  I  have  named, 
but  also  to  encourage  and  promote,  in  every  suitable 
way,  the  formation  of  all  habits  that  will  tend  to 
make  good  citizens  and  agreeable  associates.  Let 
your  aim  be,  not  only  to  teach  the  lessons  of  the 
book,  but  also  to  form  true  symmetry  of  character 
by  duly  developing  every  pleasing  and  desirable 
trait,  and  by  checking  the  growth  of  every  habit 
which  may  tend  to  impair  one's  usefulness,  or  to 
detract  from  one's  influences  as  a  companion  or 
friend. 

Your  sincere  friend, 

C. 


LETTER     XXII. 

SCHOOL  EXAMINATIONS   AND   EXHIBITIONS. 

MY  DEAK  FRIEND  :  — 

JN  this  my  last  letter  for  the  present,  I  will  en- 
deavor to  give  you  my  views  on  two  other  points  in 
relation  to  which  you  have  expressed  an  interest 
and  a  desire  to  have  advice.  These  are  "  School 
Examinations  and  Exhibitions." 

"With  many  teachers  and  committees  there  seems 
to  be  a  partial  confounding  of  these  two  terms,  so 
that  an  examination  often  degenerates  into  a  mere 
exhibition  ;  but  we  believe  an  exhibition  in  no  true 
sense  ever  becomes  an  examination.  Considering 
that  the  two  are  quite  different  in  their  character 
and  results,  and  that  each  has  its  appropriate  place 
and  influence  in  the  great  work  of  education,  I  will 
briefly  give  you  a  few  thoughts  on  each. 

I.  EXAMINATIONS.  —  Many  teachers  have  a  seri- 
ous dread  of  examinations.  1  think  you  have  ex- 
perienced something  of  this  ;  and  yet,  if  you  will 
calmly  view  the  subject,  you  will  find  that  the  ear- 
nest and  faithful  teacher  need  have  no  undue  anx- 


EXAMINATIONS.  309 


Anecdote. 


iety  or  trouble  on  this  subject.  The  true  object  of 
an  examination  is  to  ascertain  the  nature  and  ex- 
tent of  mental  discipline  that  pupils  have  gained. 
It  is  not  simply  and  solely  to  ask  them  certain  ques- 
tions to  be  found  in  the  books  they  have  studied, 
but  to  test,  in  every  proper  manner,  their  under- 
standing of  the  various  principles,  facts,  and 
thoughts  that  should  have  been  developed  by  the 
studies  to  which  attention  has  been  given  during 
the  term. 

How,  then,  ought  examinations  to  be  conducted  ? 
It  has  frequently  been  the  case,  at  public  examina- 
tions, that  teachers  have  asked  all  the  questions  ; 
and,  I  am  sorry  to  add,  some  teachers  have  done 
the  profession  injustice,  by  making  special  and  indi- 
vidual assignment  of  questions  and  topics,  and  drill- 
ing their  pupils  on  them  preparatory  to  the  day  of 
examination.  Says  an  experienced  teacher,  "  We 
recollect  an  amusing  anecdote  of  a  class  in  geogra- 
phy, which  the  teacher  had  drilled  in  his  set  ques- 
tions, till  they  could  answer  every  one  before  it  was 
asked;  and  he  felt  confident  they  would  do  them- 
selves and  him  great  credit.  Indeed,  his  main  reli- 
ance was  on  this  class,  and  when  he  commenced  their 
examination,  it  was  with  a  very  confident  and  tri- 
umphant air.  As  the  questions  passed  along  down 
the  class,  and  were  answered  with  the  rapidity  of 
thought,  the  village  minister  and  the  doctor  and 
parents  began  to  open  their  eyes  with  astonishment 
at  the  remarkable  proficiency  which  the  boys  had 
made.  The  teacher  was  so  elated  at  the  result,  that 


310  THE  TEACHER'S  ASSISTANT. 

The  Lad  who  lived  in  Guinea. 

lie  did  not  observe  that  one  of  the  boys,  whose  place 
was  at  the  foot  of  the  class,  was  absent;  and  as 
he  passed  to  the  head  again,  the  question  was 
this :  '  In  what  country  do  you  live  ?  '  '  Guinea ! ' 
shouted  the  boy.  '  What  country  ?  '  repeated  the 
teacher,  wishing  to  give  the  pupil  time  to  recollect 
himself.  '  Guinea ! '  was  again  the  thundering  re- 
sponse ;  and  the  lad  looked  as  though  he  was  not  to 
be  frowned  out  of  it  either.  '  You  mean,  no  doubt, 
that  you  live  in  the  United  States  of  America,' 
quietly  suggested  the  teacher.  '  No,  sir ;  the  boy 
that  lives  in  the  United  States  of  America  is  at 
home.  He  was  sick  to-day,  and  could  n't  come.'  ' 
On  another  occasion,  some  small  boys  were  under- 
going examination  in  geography.  They  could  read- 
ily point  out,  on  the  outline  map,  and  give  the 
names,  of  all  the  grand  divisions,  etc.  A  gentleman 
present,  wishing  to  test  the  knowledge  of  the  little 
fellows,  said:  "Boys,  let  me  ask  you  a  question. 
What  is  Asia  ?  "  Here  was  no  response.  "  Is  it 
land  or  wafer ',  or  what  is  it  ?  "  The  boys  continued 
silent.  They  were  not  used  to  such  questions  as 
that.  They  could  point  out  Asia  on  any  map,— 
they  knew  it  by  its  shape,  —  but  they  seemed  to 
have  no  more  idea  of  it  than  though  it  were  an 
arbitrary  character,  like  A  or  B. 

Some  contend  that  the  teacher  should  ask  all  the 
questions  ;  others,  that  the  teacher  should  be  silent, 
and  the  examining  committee  propound  the  ques- 
tions. We  believe  that  neither  of  these  is  the  true 
course,  but  that  both  parties  should  participate  in 


EXAMINATIONS.  311 


The  True  Mode. 


the  exercises.  We  will  suppose  a  class  is  called  in 
arithmetic.  The  teacher  says  to  the  examiners : 
'  This  class  has  progressed  as  far  as  Proportion. 
Some  of  the  members,  I  think,  understand  all  they 
have  passed  over ;  others,  who  have  been  irregular 
in  their  attendance,  or  less  studious  than  they  ought 
to  have  been,  may  not  be  so  perfect.  In  our  daily 
recitations  some  uniformly  do  well,  while  others 
frequently  fail.  In  questioning  them  to-day,  unless 
they  appear  better  than  they  usually  do,  you  will 
find  the  same  diversity."  With  remarks  of  this 
kind  the  examination  may  be  introduced,  and  then 
questions  may  be  asked  by  both  teacher  and  com- 
mittee. It  need  not  annoy  the  teacher  if  some 
questions  fail  to  receive  correct  answers.  This  is 
to  be  expected.  Neither  teachers,  committees,  nor 
pupils  should  expect  to  have  the  exercises  of  ex- 
amination-day faultless.  The  true  wish  and  aim 
should  be  to  exhibit  the  correct  standing  of  the 
scholars,  —  to  ascertain  what  they  do  not  under- 
stand, as  well  as  what  they  do. 

With  classes  sufficiently  advanced,  it  will  be  an 
excellent  plan  to  have  a  quarterly  examination,  in 
which  answers  to  the  several  questions  shall  bo 
written  by  the  pupils.  This  course  has  many  ad- 
vantages, which  will  be  obvious  to  any  one.  In 
conducting  an  oral  examination,  I  would  recom- 
mend that  some  subjects  or  topics  should  be  select- 
ed, and  that  pertinent  questions  be  asked,  without 
any  reference  to  the  phraseology  of  the  questions 
in  the  text-book.  In  other  words,  let  it  be  the  aim 


312  THE  TEACHER'S  ASSISTANT. 

Exhibitions. 

of  both  teachers  and  committees  to  ascertain  whether 
the  scholar  has  ideas,  or  merely  words. 

II.  EXHIBITIONS.  —  The  object  of  an  exhibition  is 
somewhat  different  from  that  of  an  examination ; 
or,  rather,  the  object  is  twofold:  first,  to  interest 
and  train  the  pupils  in  certain  drill-exercises,  in 
themselves  important ;  and,  secondly,  to  interest 
parents  and  friends,  by  exhibiting  evidence  of  skill 
and  correct  instruction  in  certain  departments. 
Such  exercises  may  indicate  what  can  be  done, 
with  special  effort,  in  a  particular  direction ;  they 
will  be  beneficial  to  the  pupils,  if  rightly  conducted, 
and  at  the  same  time  afford  an  opportunity  for  en- 
listing the  interest  of  parents  and  citizens.  Rightly 
managed,  examinations  and  exhibitions  are  produc- 
tive of  much  good  ;  but,  too  often,  the  good  effects  of 
both  are  lost  by  the  improper  manner  in  which  they 
are  conducted.  In  the  exercises  of  an  exhibition, 
consisting  usually  of  declamation  and  composition, 
special  care  should  be  taken  to  avoid  such  as  are  in 
the  slightest  degree  of  an  immoral  tendency.  It  is 
believed  that  many  schools  would  be  greatly  benefit- 
ed by  giving  a  public  and  well-arranged  exhibition 
once  a  year,  only  let  it  be  distinctly  understood  that 
it  is  an  exhibition,  and  not  an  examination;  that  it 
does  not  indicate  the  proficiency  of  the  scholars  in 
their  usual  studies,  but  is  rather  designed  to  show 
what  they  can  do,  with  special  effort  and  training,  in 
particular  departments.  With  this  understanding, 
we  may  welcome  school  exhibitions  as  an  important 


EXHIBITIONS.  313 

Avoid  Haste. 

means  of  awakening  parental  interest,  and  inciting 
an  ambition  in  the  pupils  well  to  perform  their 
parts.  I  have  sometimes  thought  that  examina- 
tions, as  they  have  been  conducted,  tended  to  en- 
courage haste  rather  than  thoroughness.  If  pupils 
have  been  able  to  answer  a  few  questions  from  dif- 
ferent portions  of  the  book,  it  has  been  deemed 
sufficient ;  and  yet  they  might  have  done  this  with- 
out having  been  thoroughly  instructed  in  a  single 
rule.  On  such  occasions,  too  much  importance  is 
attached  to  the  amount  passed  over,  and  too  little 
to  the  manner  in  which  it  has  been  done. 

I  would  again  urge  you  to  guard  against  undue 
haste  in  school  progress.  The  whole  tendency  of 
our  times  is  in  this  direction.  We  live  in  an  age  of 
haste.  There  is  haste  in  travelling,  haste  in  busi- 
ness, haste  in  learning,  haste  in  eating,  haste  in  all 
things.  But,  nevertheless,  it  is  true  that  great 
waste  and  loss  often  attend  great  haste.  A.  train 
of  cars  is  thrown  from  the  track  ;  lives  arc  lost ; 
limbs  are  broken ;  property  is  destroyed.  All  was 
the  result  of  an  unpardonable  attempt  to  gain  two 
minutes  of  time.  Alas !  how  many,  in  rash  efforts 
to  gain  a  few  moments  of  time,  have  been,  as  it 
were,  thrust  into  eternity  ! 

A  few  years  ago,  a  noble  steamer,  with  upwards 
of  four  hundred  human  beings,  and  a  rich  cargo  of 
mercluindise,  left  Liverpool  for  New  York.  The 
joyous  company  were  borne  rapidly  onward,  and 
were  fast  approximating  the  port  for  which  they  had 

sailed.     A  dense  fog  hung  over  the  "  face  of  the 
9- 


314  THE  TEACHER'S  ASSISTANT. 

The  Steamer. 

mighty  deep,"  rendering  navigation  perilous ;  but 
all  were  "  homeward  bound,"  and  "  haste  "  was  the 
watchword.  The  noble  ship  was  urged  onward, 
and,  as  it  were  participating  in  the  general  feeling, 
she  almost  leaped  from  billow  to  billow.  All  were 
joyous  and  delighted  at  the  progress  that  was  mak- 
ing, and  the  gallant  commander  was  often  congratu- 
lated upon  the  speed  of  his  ship  and  the  prospect  of 
a  quick  passage,  when,  almost  within  sight  of  the 
longed-for  haven,  a  sudden  crash  was  heard,  which 
sent  a  thrill  and  a  chill  through  every  heart ;  and 
in  less  than  four  hours  that  proud  steamer,  with  her 
rich  cargo  and  more  than  three  hundred  human 
beings,  was  in  the  caverns  of  the  deep.  The  tele- 
graphic wires  immediately  communicated  the  sad 
intelligence  to  all  parts  of  our  country,  sending 
keen  distress  and  bitter  anguish  and  crushing  disap- 
pointment to  many  a  bereaved  heart.  It  was  called 
a  "  sad  accident "  ;  but  it  was  in  reality  the  conse- 
quence of  unwarrantable  haste,  an  undue  desire  to 
gain  a  few  hours  of  time,  or  to  be  reported  under 
the  heading,  JK2P0  THE  SHORTEST  PASSAGE  ON  EEC- 
ORD  !  Yet  the  entire  blame  was  not  chargeable  to 
the  commander,  but  in  part  certainly  to  that  state 
of  the  public  mind  which  would  not  be  satisfied 
with  anything  short  of  extra  speed.  And  this  same 
spirit  and  tendency  prevail  in  relation  to  the  educa- 
tion of  youth,  —  an  impatient,  unreasonable  haste. 
Children  are  too  early  pressed  into  school,  unduly 
urged  onward,  and  prematurely  taken  from  the 
school  and  pressed  into  life's  service,  with  minds 


EXHIBITIONS.  315 


Nature's  Teachings. 


but  imperfectly  disciplined,  with  intellects  but  par- 
tially cultivated.  And  yet  the  fault  is  not  wholly 
in  the  teachers,  but  quite  as  much  in  the  parents, 
who  influence  and  control  the  teachers.  As,  then, 
you  engage  in  the  great  work  of  instruction,  do 
what  you  can  to  disseminate  true  and  wise  views, 
and  secure  right  action ;  ever  discountenancing 
undue  haste  ;  ever  regarding  Nature's  teachings ;  — 
"  First  the  blade,  then  the  ear ;  after  that,  the  full 
corn  in  the  ear" 

But  it  is  quite  time  that  I  bring  this  letter  to  a 
close.  I  might  urge  upon  your  consideration  the 
importance  of  regarding  the  laws  of  physical  exist- 
ence, so  that  the  "  house  you  live  in  "  may  be  kept 
in  a  sound  and  usable  condition.  I  might  dwell 
upon  the  importance  of  regularity  and  system  in 
all  your  habits  and  arrangements,  and  caution  you 
against  the  too  common  tendency  of  overtasking  the 
powers  of  endurance  by  giving  extraordinary  hours 
either  to  labor  or  amusement.  I  hope,  however, 
that  your  own  good  judgment  will  lead  you  to  con- 
sider the  whole  subject,  and  to  act  according  to  the 
dictates  of  true  wisdom. 

If  aught  I  have  written  in  these  letters  shall 
throw  any  light  about  your  path  as  a  teacher  of 
youth,  or  shall  encourage  or  stimulate  you  to 
greater  effort  in  your  noble  calling,  I  shall  not 
regret  that  I  have  written.  Let  me  say,  in  con- 
cluding, what  I  have  already,  directly  or  indirectly, 
said  in  previous  letters,  that  if  you  would  look  for 


316  THE  TEACHER'S  ASSISTANT. 

Closing  Remarks. 

true  success  as  an  instructor,  you  must  engage  in 
your  labors  with  a,strong  desire  to  do  good.  Diffi- 
culties and  perplexities  you  will  often  meet  with ; 
but  if  you  love  your  work,  and  engage  in  its  per- 
formance with  the  right  motives,  you  will  surmount 
all  obstacles,  and  prove  an  ornament  to  your  profes- 
sion. Do  not  forget  that  the  chief  fruits  of  your 
labors  will  be  in  the  future,  and  that  they  may  ma- 
ture unseen  by  you,  ever  perpetuating  and  extend- 
ing themselves.  While,  therefore,  your  duty  is  to 
labor  in  "  the  living  present,"  strive  earnestly  and 
prayerfully  to  have  the  results  of  your  efforts  such 
as  will  prove  a  blessing  to  the  future.  With  an 
abiding  sense  of  your  dependence  upon  Infinite 
Wisdom  for  support  and  direction,  go  forth  cheer-  - 
fully  to  your  daily  labors,  and  strive  so  to  act  your 
part,  that  when,  with  you,  time  shall  be  no  more, 
you  may  receive  from  the  Great  Teacher  the  soul- 
cheering  plaudit,  "  WELL  DONE." 

Your  sincere  friend. 

C. 


APPENDIX 


27* 


NOTE. 

The  Author  has,  from  time  to  time,  received  letters  asking 
information  on  points  embraced  in  the  following  pages.  The 
various  rules,  regulations,  etc.,  which  are  given,  are  not  pre- 
sented as  models  adapted  to  the  peculiar  wants  and  circum- 
stances of  every  teacher ;  but  it  is  believed  that  they  embody 
the  substance  of  what  will  be  wanted,  and  each  teacher  must 
change  or  modify  according  to  the  condition  or  wants  of  his 
own  school.  They  will,  it  is  hoped,  prove  valuable  as  sugges- 
tive aids.  Many  of  them  are  such  as  have  proved  satisfactory 
with  teachers  of  competent  judgment  and  ability. 


APPENDIX    A. 


MANUAL   OF   SCHOOL   DUTIES. 

THE  following  excellent  hints  and  rules  were  prepared 
by  A.  Parish,  Esq.,  one  of  the  most  accomplished  and  suc- 
cessful teachers  in  New  England.  Mr.  Parish  is  Princi- 
pal of  the  Springfield  (Mass.)  High  School,  —  a  position 
he  has  occupied  for  many  years.  The  Manual  of  School 
Duties,  which  we  here  give,  has  been  well  tried  by  its 
author,  and  others,  and  with  uniformly  good  results.  It 
will  be  well  for  the  teacher  to  read  these  rules  monthly, 
and  accompany  the  same  with  such  remarks  as  may  be 
deemed  pertinent. 

TO  A  PUPIL  ON  ENTERING  THE  SCHOOL. 

It  is  taken  for  granted,  that  your  special  object  in  be- 
coming a  member  of  this  school  is,  to  obtain  such  benefits 
as  it  may  be  able  to  afford,  for  the  improvement  of  the 
mind,  that  you  may  be  more  useful ;  —  for  the  cultivation 
of  your  manners,  that  you  may  be  better  able  to  render 
yourself  agreeable  to  those  around  you  ;  —  for  the  cultiva- 
tion of  your  moral  feelings,  that  your  own  personal  happi- 
ness may  be  increased. 

AVhile  it  is  expected  that  the  teachers  will  be  faithful  in 


320  APPENDIX. 


General  Directions. 


imparting  instruction,  and  in  directing  the  general  opera- 
tions of  the  school,  in  the  most  thorough  and  agreeable 
manner,  certain  duties  no  less  important  for  the  success  of 
the  school  are  to  be  faithfully  and  honestly  performed  on 
your  part,  as  pupils. 

The  following  directions  are  given,  that  all  may  know, 
at  the  beginning,  what  their  duties  are,  as  pupils,  and  on 
what  conditions  they  are  permitted  to  enjoy  the  privileges 
of  this  school. 

GENERAL    DIRECTIONS. 

I.  Resolve,   on  being  received   as    a  member  of   this 
school,  to  comply  cheerfully  with   all  the  requirements  of 
the  teachers ;  and  faithfully  perform  every  duty  assigned 
you. 

II.  Always  manifest  and  cultivate  a  kind  and  accommo- 
dating disposition   towards   schoolmates,  —  and  respect  to- 
wards teachers. 

III.  At  all  times  let  the  school-room  be  regarded  as  sa- 
cred to  study  and  mental  improvement.     Never  indulge  in 
rudeness,  childish  trijling,  loud  and  boisterous  speaking,  or 
anything  that  would  be  considered  unbecoming  in  genteel 
company. 

IV.  Resolve,  to  lend  your  influence,  in  every  possible 
way,  to  improve  the  school,  and  elevate  its  character. 

DEPORTMENT. 

Remark.  —  It  is  as  much  a  part  of  your  education  to 
correct  bad  habits  and  obtain  good  ones,  —  to  cultivate 
good  manners,  and  learn  to  conduct  with  propriety  on  ab1 
occasions,  —  as  to  be  familiar  with  the  studies  pursued  in 
school.  Read  carefully  and  remember  the  following  par- 
ticulars. 


APPENDIX.  321 


Stijlness.  —  Promptness. 


STILLNESS. 

1.  On  entering  the  school,  pass  as  quietly  as  possible  to 
your  seat,  taking  care  to  close  the  door  gently,  and  avoid 
making   unnecessary  noise  with  the  feet  in  crossing  the 
room. 

2.  Take  out  books,  slate,  etc.  from  your  desk  with  care, 
and  lay  them  down  in  such  a  manner  as  not  to  be  heard. 
Avoid  making   a  rustling   noise   with   papers,   or  noisily 
turning  over  leaves  of  books.     Never  let  the  marking  of 
a  pencil  on  your  slate  be  heard. 

3.  Be  careful  to  keep  the  feet  quiet  while  engaged  in 
study ;  or,  if  it  be  necessary  to  move  them,  do  it  without 
noise. 

4.  In  passing  to  and  from  recitations,  observe  whether 
you  are  moving  quietly.     Take  special  care  if  you  wear 
thick  shoes  or  boots,  or  if  they  are  made  of  squeaking 
leather. 

5.  Avoid  the  awkward  and  annoying  habit  of  making  a 
noise  with  the  lips  while  studying. 

G.  Scuffling,  striking,  pushing,  or  rudeness  of  any  kind, 
must  never  be  practised,  in  the  least,  under  any  circum- 
stances, within  the  school  building. 

PROMPTNESS. 

1.  Be  punctually  at  School.  —  Be  ready  to  regard  every 
signal  without  delay,  —  to  commence  study,  at  once,  when 
"study  hours"  begin,  —  to  give  immediate  and  undivided 
attention,  when  a  teacher  addresses  you,  either  individu- 
ally, with  the  class,  or  with  the  whole  school. 

2.  On  appearing   in    the   school-room  after  an  absence 
from  one  or  more  exercises,  your  first  duty  will  be  to  pre- 
sent a  ^vrittetl  excuse  specifying  the  time  and  cause  of  the 
absence. 


322  APPENDIX. 


Neatness.  —  Scholarship. 


NEATNESS. 
MOTTO.  —  "A  place  for  everything,  —  and  everything  in  its  place." 

Remark.  —  The  habit  of  observing  neatness  and  order 
should  be  cultivated  as  a  virtue. 

1.  Let  your  shoes  or  boots  be  cleaned  at  the  door-steps  ; 
always  use  the  mat,  if  wet,  muddy,  or  dirty. 

2.  Never  suffer  the  floor  under  your  desk,  or  the  aisles 
around  it,  to  be  covered  by  papers,  or  anything  else  dropped 
on  it. 

3.  Avoid  spitting  on  the  floor;   it  is  a  vulgar,  filthy 
habit. 

4.  Marking  or  writing  on  the  desks,  walls,  or  any  part 
of  the  building,  or  school  premises,  with  pencil,  chalk,  or 
other  articles,  manifests  a  bad  taste,  or  a  vicious  disposi- 
tion to  deface  and  destroy  property.     None  but  a  vicious, 
reckless,  or  thoughtless  person  will  do  it. 

5.  Knives  must  never  be  used  in  cutting  anything  on  a 
desk. 

6.  Particular  care  should  be  observed  to  avoid  spilling 
ink  anywhere  in  the  school  building. 

7.  Let  your  books,  etc.  be  always  arranged  in  a  neat 
and  convenient  order  in  your  desk  and  upon  it. 

8.  After  using  brooms,  dust-brushes,  etc.,  always  return 
them  to  their  places. 

9.  Be  ambitious  to  have  every  part  of  our  school  in  so 
neat  and  orderly  a  condition,  that  visitors  may  be  favor- 
ably impressed  with  this  trait  of  our  character. 

SCHOLARSHIP. 
MOTTO.  —  "Knowledge  is  power." 

Remark.  —  Three  things  should  ever  be  sought  for  by 
the  scholar  in  all  his  studies  and  recitations.  They  are 
the  index  of  scholarship. 


APPENDIX.  323 


Kecitations.  —  Miscellaneous. 


I.    Aim  at  perfection. 
II.   Recite  promptly. 
III.    Express  your  thoughts  clearly  and  fully. 

1.  Let  the  tone  of  voice  be  distinctly  audible  and  per- 
fectly uttered.     Let  your  words  be  chosen  with  care,  so 
as  to  express  your  thoughts  precisely. 

2.  Determine  to  solve  every  difficult  point  in  your  lesson 
yourself,  (if  possible,)  rather  than  receive  assistance  from 
another. 

3.  Scholars  are  in  no  case  to  assist  each  other  about 
their  lessons,  in  study  hours,  except  by  permission,  for 
very  special  reasons. 

RECITATIONS. 

1.  A  scholar  must  never  stay  from  recitation,  because 
he  "  has  no  lesson."     If  you  have  a  good  excuse,  give  it  to 
your  teacher,  and  go  and  hear  the  others  recite. 

2.  A  scholar  must  never  have   anything  in  his   hands 
during   recitation,   nor  during   study  hours,   except  what 
strictly  belongs  to  the  exercise  in  which  he  is  engaged. 

3.  Do  not  rest  satisfied  with  learning  your  lesson  so  as 
to  "  guess  you  can  say  it " ;   be  able  to  give  a  clear  and 
full  account  of  it  when  you  recite. 

MISCELLANEOUS. 

1.  All  communications  with  the  scholars  are  to  be  avoid- 
ed during  the  hours  of  study  and  recitation.     This  compre- 
hends whispering,  —  writing  notes,  or  on  the  slate,  —  signs, 
etc.     Every  pupil  should  study  as  if  there  were  no  one  else 
in  the  room,  with  perfect  silence. 

2.  Ask  questions  about  lessons  of  teachers  to  whom  you 
recite ;  as  they  are  responsible  for  your  improvement ;  — 
otherwise  one  may  be  overburdened  with  business  which 
properly  belongs  to  another. 


324  APPENDIX. 


Rules  for  Teachers. 


3.  No  books  are  to  be  read  in  school  hours,  except  such 
as  belong  to  the  studies  and  exercises  of  the  school. 

4.  No  scholar  should  go  off  the  school  grounds  during 
recess,  except  with  permission. 

5.  Never  meddle  with  the  desk  or  property  of  another 
scholar,  without  liberty. 

6.  Caps,  bonnets,  and  all  outer  garments  must  be  placed 
on  the  hook  assigned  to  each  pupil,  immediately  on  enter- 
ing school. 

7.  Boys  must  never  wear  caps  or  hats  in  the  school- 
room. 

8.  Always  be  in  your  own  place,  and  busy  about  your 
own  duties. 

9.  Finally.     Bear  constantly  in  mind  how  short  may  be 
the  time  allotted  you  to  enjoy  the  privileges  of  school,  and 
how  important  an  influence  they  may  exert  on  all  youi 
future  life. 


APPENDIX    B. 

EULES   FOR  TEACHERS. 

THE  following  Rules,  with  a  few  slight  changes  and 
additions,  are  taken  from  the  "Teacher  and  Parent":  — 

1.  From  your  earliest  intercourse  with  your  pupils,  in- 
culcate the  necessity  of  prompt,  cheerful,  and  exact  obe- 
dience. 

2.  Unite  firmness  with  gentleness ;  and  let  your  pupils 
clearly  understand  that  you  mean  exactly  what  you  say. 


APPENDIX.  325 


Rules  for  Teachers. 


3.  Never  promise  anything,  unless  you  are  quite  sure 
you  can  give,  or  do,  what  you  promise. 

4.  Never  threaten  a  definite  punishment  for  an  antici- 
pated offence. 

5.  Study  the  dispositions  of  your  pupils,  and  adapt  your 
modes  of  discipline  to  the  same. 

6.  Never  be  late  at  school. 

7.  Be  courteous  in  action  and  expression. 

8.  Never  tell  a  pupil  to  do  anything,  unless  you  are  sure 
he  knows -how  it  is  to  be  done ;  —  or  show  him  how  to  do 
it,  and  then  see  that  he  does  it. 

9.  Always  punish  a  pupil  for  wilful  disobedience;  but 
never  punish  unduly,  or  in  anger;  and  in  no  case  give  a 
blow  on  the  head. 

10.  Never  let  your  pupils  see  that  they  can  vex  you,  or 
make  you  lose  your  self-command. 

11.  If  pupils  are  under  the  influence  of  an  angry  or  pet- 
ulant spirit,  wait  till  they  are  calm,  and  then  reason  with 
them  on  the  impropriety  of  their  conduct. 

12.  Never  yield  anything  to  a  pupil  because  he  looks 
angry,  or  attempts  to  move  you  by  threats  and  tears.    Deal 
mercifully,  but  justly  too. 

1 3.  A  little  present  punishment,  when  the  occasion  arises, 
is  more  effectual  than  the  threatening  of  a  greater  punish- 
ment, should  the  fault  be  renewed. 

1 4.  Never  allow  pupils  to  do,  at  one  time,  what  you  have 
forbidden,  under  the  like  circumstances,  at  another. 

15.  Teach  the  young  that  the  only  sure  and  easy  way  to 
appear  good  is  to  be  good. 

16.  Never  allow  tale-bearing. 

17.  If  a  pupil  abuses  your  confidence,  make  him,  for  a 
time,  feel  the  want  of  it. 


326  APPENDIX. 


Questions  for  Self-Examination. 


18.  Never  allude  to  former  errors,  when  real  sorrow  has 
been  evinced  for  having  committed  them. 

19.  Encourage,  in  every  suitable  way,  a  spirit  of  dili- 
gence, obedience,  perseverance,  kindness,  forbearance,  hon- 
esty, truthfulness,  purity,  and  courteousness. 

20.  Never  speak  in  a  scolding  and  fretful  manner,  but 
use  tones  of  gentleness.    Some  teachers  defeat  their  objects 
by  using  harsh  and  boisterous  tones. 

21.  Be  consistent  in  your  requirements  and  uniform  in 
your  practice. 

22.  Set  a  good  example  in  all  things. 

23.  Constantly  aim  at  thoroughness  in  teaching. 

24.  Inculcate  habits  of  neatness. 

25.  In  conduct  be  what  you  wish  your  pupils  to  become ; 
avoid  what  you  wish  them  to  avoid. 


APPENDIX    C. 

QUESTIONS   FOR   SELF-EXAMINATION. 

THE  following  are  some  of  the  questions  prepared  for 
the  teachers  of  Elementary  Schools  in  Prussia.  If  all 
teachers  would  seriously  examine  themselves  by  the  use 
of  these  questions,  how  much  greater  would  be  their  in- 
terest and  success  ! 

1.  In  commencing  the  day,  have  I  consecrated  myself 
anew  in  prayer  to  my  Creator  ? 

2.  Have  I  implored  His  blessing  on  the  labors  of  the 


APPENDIX.  327 


Questions  for  the  Teacher. 


day,  especially  seeking  his  favor  for  the  children  confided 
to  my  care  ? 

3.  Have  I  implored  aid  especially  for  such  of  my  pupils 
as  have  the  greatest  need  of  assistance  ? 

4.  Have  I  commenced  the  day  full  of  strength  and  con- 
fidence in  God? 

5.  Have  I  sufficiently  reflected,  before  school  hours,  on 
what  I  have  to  do  through  the  day ;  and  have  I  suitably 
prepared  myself  for  my  duties  ? 

6.  Are  my  cares  and  efforts  extended  equally  to  all  my 
pupils,  or  do  I  manifest  more  interest  in  some  than  I  do  in 
others  ? 

7.  Has  my  attention  been  more  particularly  directed, 
and  according  to  their  need,  to  those  among  them  who 
were  weaker  or  more  idle  than  the  rest?     Or,  consulting 
only  my  own  taste,  have  I  occupied  myself  more  willingly 
with  the  most  intelligent,  and  those  most  desirous  of  being 
instructed  ? 

8.  In  what  manner  have  I  influenced  the  moral  progress 
of  my  pupils  ? 

9.  With  regard  to  that  which  is  exterior,  have  I  required 
order,  quietness,  suitable  manners,  cleanliness  ? 

10.  Have  I  been  guilty  of  any  negligence  in  these  re- 
spects from  idleness  or  inattention  ? 

11.  Have  I  not,  from  disgust,  abandoned  to  their  evil 
propensities  some  children  who  resisted  all  my  efforts  ? 

12.  Have  I  not,  without  confessing  it  to  myself,  con- 
demned some  among  them  as  incorrigible  ? 

13.  And  have  I  not  thus  neglected  one  of  my  most  im- 
portant duties  ;  that  of  never  despairing  of  the  improve- 
ment of  a  single  child  confided  to  me  ? 

14.  When  it  has  been  necessary  to  censure,  punish,  or 
recall  to  duty  by  exhortation,  have  I  done  it  with  calmness, 


328  APPENDIX. 


Questions  for  the  Teacher. 


reflection,  and  in  an  impressive  manner?  Or  have  I  yield- 
ed to  precipitancy,  impatience,  anger,  and  want  of  charity  ? 
or,  on  the  other  hand,  have  I  been  too  indulgent  ? 

15.  Am  I  in  general  just  with  regard  to  my  pupils  ? 

16.  Have  I  not  an  ill-judged  aversion  to  some,  and  pre- 
dilection for  others  ? 

17.  Do  I  not  yield  in  general  to  the  influence  and  dis- 
position of  the  moment,  and  am  I  not  thereby  unequal,  and 
capricious;  sometimes  very  kind,  and  sometimes  causelessly 
in  a  bad  humor,  or  even  passionate  and  violent  ? 

18.  When  it  is  necessary  to  reprove  or  punish,  do  I  seek 
always  to  bear  in  mind  the  particular  character  of  the  pupil 
with  whom  I  have  to  do,  in  order  to  guide  myself  accord- 
ingly in  my  reproof  or  punishment  ? 

19.  Do  I  always  distinguish  offences  which  proceed  from 
levity,  indolence,  or  rooted  habits,  from  those  which  are  the 
result  of  evil  dispositions  ? 

20.  Have  I  not  sometimes  unconsciously  excited  the  de- 
sire of  praise,  and  promoted  vanity  or  selfishness  ? 

21.  Has  there  not  been  in  my  conduct,  thoughtlessness, 
levity,  harshness,  and  want  of  love,  or  even  pleasure  in  in- 
flicting pain  ? 

22.  Have  I  sought  to  obtain  over  the  parents  of  my  pu- 
pils the  influence  which  I  ought  to  endeavor  to  acquire,  if  I 
am  faithful  in  my  vocation  ? 

23.  Have  I,  to-day,  made  any  progress  in  knowledge 
and  virtue  ? 

21.  Have  I  labored  to  improve  myself  in  my  vocation, 
even  out  of  the  "hours  in  which  are  pi'esenti-d  to  me  positive 
and  regular  occupation  ? 


APPENDIX.  329 


Kules  for  Pupils. 


APPENDIX    D. 
RULES   FOR  SCHOLARS. 

RULES    TO    BE    DAILY   REPEATED    IN    CONCERT    BY   THE 
CHILDREN    IN    A    PRIMARY    SCHOOL. 

1st.   I  must  be  silent  when  the  bell  rings. 

2d.    I  must  always  mind  my  teacher. 

3d.    I  must  come  to  school  every  day. 

4th.  I  must  never  be  tardy. 

5th.  I  must  not  be  idle. 

6th.  I  must  not  lie. 

7th.  I  must  not  steal. 

8th.  I  must  not  swear. 

9th.  I  must  not  be  angry. 

10th.  I  must  not  strike  nor  hurt  any  one  in  anger, 
llth.  I  must  be  pleasant  and  kind  to  all. 
12th.  I  must  forgive  all  who  offend  or  injure  me. 
13th.  I  must  be  clean  in  my  clothes,  my  face,  and  my  hands. 
14th.  I  must  be  decent  in  all  my  ways, 
loth.  I  must  not  destroy  my  books  or  my  slates. 
IGth.  I  must  not  injure  any  of  the  furniture  of  the  school. 
1 7th.  I  must  always  try  to  do  right. 
18th.  I  must  remember  these  rules,  and  try  to  keep  them. 

RULES  RELATING   TO   PUPILS.* 
•» 

1.  Every  scholar  on  entering  the  school  grounds  shall 


*   Taken  from  the  published  regulations  of  the  public  schools  of 
Norwich,  Conn. 

28* 


330  APPKNDIX. 

Rules  for  Pupils. 


go  directly  to  his  school-room,  or  to  such  portions  of  the 
grounds  as  are  assigned  for  recreation ;  and  none  may 
loiter  on  the  walks  or  steps,  or  in  the  halls  or  anterooms, 
for  conversation  or  other  purposes.  And  on  leaving,  they 
shall  pass  in  a  quiet  and  orderly  manner  directly  from  the 
school  grounds  and  premises. 

2.  Unexcused  tardiness  is  regarded,  and  may  be  pun- 
ished, as  a  misdemeanor;   also   leaving   the   grounds  or 
school  during  school  hours  without  permission.     And  no 
excuse  or  request,  save  in  case  of  sickness  or  of  some 
sudden  necessity,  may  be  entertained  by  a  teacher,  unless 
made  by  the  parent  or  guardian  in  person,  or  in  writing, 
over  his  or  her  signature. 

3.  No  pupil  is  expected  to  be  absent  from  school,  except 
on  account  of  sickness  or  some  other  urgent  cause  ;  and  an 
excuse  from  the  parent  or  guardian  of  the  pupil  in  person, 
or  by  writing  over  his  or  her  signature,  shall  be  required 
for  all  absences.    And  in  all  cases,  the  teacher  may  require 
an  examination  of  the  pupil  in  the  lessons  recited  by  his 
class  during  such  absence.     In  case  of  such  irregularity  in 
attendance  as,  in  the  judgment  of  the  teacher,  to  incapaci- 
tate the  pupil  from  advancing  with  his  class,  the  teacher 
may  transfer  such  pupil  to  the  next  lower  class  ;  or  the 
Board  may,  if  necessary,  order  such  pupil  to  a  school  of 
the  next  lower  grade. 

4.  No  scholar  is  expected  to  appear  at  school  with  un- 
clean and  slovenly  person,  or  with  garments  indecently  torn 
or  soiled.     Such  pupil  shall  be  sent  to  the  wash-room  for 
greater  cleanliness,  or  may  be   ordered  home  for  decent 
apparel ;  and  his  conduct  shall  be  reckoned  as  a  misde- 
meanor. 

5.  No  disrespectful,  profane,  or  obscene  language  shall 
be  uttered  in  or  about  the  grounds  or  rooms  of  any  school- 


APPENDIX.  331 


Kules  for  Teachers  and  Pupils. 


house.  The  use  of  such  language  shall  be  regarded  as  a 
misdemeanor  of  the  highest  kind,  and  shall  be  punishable 
by  the  teacher.  All  such  cases  may  be  referred  to  the 
Board,  who  may  suspend  such  offender,  or,  in  incorrigible 
cases,  expel  him  from  the  school.  And  no  scholar  sus- 
pended or  expelled,  for  this  or  any  other  cause,  shall  be 
admitted,  during  such  sentence,  into  any  school  under  the 
government  of  the  society. 

6.  Every  pupil  who  shall,  either  accidentally  or  other- 
wise, injure  any  school  property,  whether  pertaining  to  ths 
buildings,  grounds,  or  apparatus,  or  deface  or  defile  them 
by  pictures,  marks,  writing,  or  otherwise,  shall  within  one 
week,  or  as  soon  thereafter  as  the  nature  of  the  case 
admits,  make  good  all  such  injury  or  defacement,  or  be 
suspended  from  the  school  till  permission  to  return  be 
given  by  the  Board.  And  any  wilful  injury  or  deface- 
ment shall  be  punishable  as  a  misdemeanor ;  and  such 
offender  is  liable  to  the  action  of  the  civil  law. 


APPENDIX    E. 

EULES  AND  REGULATIONS  APPLYING  TO 
TEACHERS  AND  PUPILS. 

OPENING    OF    SCHOOL. 

1.  It  shall  be  the  duty  of  the  teachers  to  be  present  at 
their  respective  school-rooms  fifteen  minutes  previously  to 


332  APPENDIX. 


Rules  for  Teachers  and  Pupils. 


the  time  for  opening  the  school,  punctually  to  observe  the 
school  hours,  and  faithfully  to  devote  themselves  to  the 
public  service. 


MORNING    EXERCISES. 


2.  The  morning  exercises  of  all  the  schools  shall  com- 
mence with  the  reading  of  the  Scriptures  ;  and  it  is  recom- 
mended that  the  reading  be  followed  with  prayer  by  the 
teacher. 


MORALS    AND    MANNERS. 

3.  The  teachers  shall  use  every  suitable  influence  lo 
lead  their  pupils  to  the  formation  of  correct  moral  habits, 
and  shall  inculcate  the  importance  of  good  manners. 

DISCIPLINE. 

4.  The  teachers  shall  practise  such  discipline  in  their 
schools  as  Avould  be  exercised  by  a  kind,  judicious  parent 
in  his  family,  and  shall  avoid  corporeal  punishment  in  all 
cases  where  good  order  and  obedience  can  be  maintained 
without  it. 

5.  Pupils  are  expected  to  render  prompt  and  cheerful 
obedience  to  the  requirements  of  their  teachers,  to  conduct 
towards  them  with  becoming  propriety,  and  to  observe  a 
kind  and  courteous  demeanor  towards  each  other.     And 
when  a  pupil  shall  be  guilty  of  grossly  immoral  conduct,  or 
if,  after  due  admonition  and  effort  to  reform  him,  he  shall 
persist  in  conduct  which  interrupts  the  order  and  progress 
of  the  school,  lie  shall  at  the  discretion  of  the  visiting  com- 
mittee be  expelled. 

6.  The  teachers  shall  exercise  a  special  supervision  over 
the  conduct  of  their  pupils,  while  in  school,  or  whenever 
they  come  within  the  school  buildings  or  grounds,  and,  a.s 


APPENDIX.  333 


Rules  for  Teachers  and  Pupils. 


far  as  practicable,  while  coining  to,  and  returning  from 
school. 

VENTILATION,    HEALTH,   ETC. 

7.  The  teachers  shall  carefully  preserve  neatness  in  the 
school-rooms,  by  having  them  properly  swept  and  cleaned ; 
and  they  shall  also  give  vigilant  attention  to"  the  ventilation 
and  temperature  of  their  rooms. 

INJURIES   TO    SCHOOL    BUILDINGS. 

8.  The  teachers  shall  prescribe  such  rules  for  the  use 
of  the  yards  and  out-buildings  connected  with  the  school- 
houses,  as   shall  insure   their  being  kept  in   a  neat  and 
proper   condition ;   and  in  case  any  pupil   shall  wilfully 
deface,  defile,  or  otherwise   injure    the    school  buildings, 
trees,  or  other  property,  he  may  be  suspended  from  school 
by  the  district  committee. 

ATTENDANCE    AT    SCHOOL. 

9.  As  regularity  and  punctuality  of  attendance  are  indis- 
pensable to  the  success  of  a  school,  it  is  important  to  main- 
tain the  principle  that  necessity  alone  can  justify  absence ; 
and  sickness,  domestic  affliction,  and  necessary  absence  from 
town,  are  regarded  as    the  only  rightful  causes   of  non- 
attendance.      In  every  instance   of  absence,  the   teacher 
shall  be  authorized  to  require  a  written  excuse  from  the 
parents  or  guardians  of  the  pupil. 

TARDINESS. 

10.  Tardiness  shall  be  accounted  a  misdemeanor,  and  be 
treated  as  such,  except  when  it  is  excused  by  a  written 
statement  from  the  parents  or  guardian. 


334  APPENDIX. 

Books  for  Teachers. 


IRREGULARITY. 

11.  The  pupil  cannot  appreciate  too  highly  the  impor- 
tance of  continuing  in  school  until  the  term  has  closed ;  the 
practice  of  leaving  the  school  near  the  close  of  the  term  is 
exceedingly  injurious,  both  to  those  who  leave  and  those 
who  remain.  It  is  earnestly  desired  of  parents  and  guar- 
dians, that  they  use  their  influence  effectually  to  do  away 
with  this  evil,  and  all  the  evils  of  irregular  attendance. 


APPENDIX   R 


BOOKS   FOR  TEACHERS. 

EVERT  teacher,  who  would  hope  to  become  truly  useful 
and  eminent  in  his  profession,  should  cultivate  a  habit  of 
reading.  Remembering  that  "knowledge  is  power,"  he 
should  be  constantly  learning.  There  are  but  few  works 
of  a  strictly  professional  nature.  These  we  shall  enumer- 
ate first,  and  then  give  a  list  of  books  which  will  be  found 
extremely  valuable  as  books  of  reference.  While  we  do 
not  attempt  to  give  the  titles  of  all  the  good  books  now 
before  the  public,  we  do  intend  to  name  only  such  as  we 
know  to  be  valuable. 

THEORY  AND  PRACTICE  OF  TEACHING.  By  David  P.  Page, 
M.  A.,  late  Principal  of  the  New  York  State  Normal  School. 

THE  HISTORY  OF  EDUCATION  IN  EUROPE  AND  AMERICA, 
collected  from  the  most  reliable  Sources,  with  an  Introduc- 
tion, by  Henry  Barnard,  LL.  D.  A  work  of  great  worth. 


APPENDIX.  335 


Books  for  Teachers. 


POPULAR  EDUCATION.     By  Ira  Mayhew,  late  Superintendent 

of  Schools,  Michigan.     12mo.     pp.  467. 
AMERICAN  EDUCATION,  —  its  Principles  and  Elements.     By 

Edward  D.  Mansfield. 
AMERICAN  INSTITUTIONS,  and  their  Influence.    By  Alexis  de 

Tocqueville. 

SCHOOL  AMUSEMENTS  ;  or,  How  to  make  the  School  Interest- 
ing. By  N.  W.  Taylor  Root. 

DAVIES'S  LOGIC  OF  MATHEMATICS.     The  Logic  and  Utility 
of  Mathematics,  with  the  best  Methods  of  Instruction,  Ex- 
plained and  Illustrated.     By  Charles  Davies,  LL.  D. 
The  seven  volumes  named   above   are   published  by  A.  S. 
Barnes  and  Burr,  New  York,  under  the  title  of  "  School  Teach- 
ers' Library."      We  will  only  say,  that  any  teacher  will  find 
the  volume  first  named  worth  far  more  to  him  than  the  cost  of 
the  entire  set. 

MY  SCHOOL  AND  SCHOOLMASTERS  ;  or,  The  Story  of  my  Ed- 
ucation. By  Hugh  Miller.  Boston  :  Gould  and  Lincoln. 
1  vol.  12mo.  pp.  551. 

This  is  the  autobiography  of  a  very  remarkable  self-educated 
man.  It  is  an  excellent  illustration  of  the  acquisition  of  knowl- 
edge and  character  under  difficulties. 

THE  SCHOOL  AND  THE  SCHOOLMASTER.  In  Two  Parts.  Part 
I.  by  Alonzo  Potter,  D.  D.  Part  II.  by  George  B.  Emer- 
son, A.  M.  12mo.  pp.  552. 

THE  TEACHER.  Moral  Influences  employed  in  the  Instruction 
and  Government  of  the  Young.  By  Jacob  Abbott.  1 2mo. 
pp.  352. 

The  two  volumes  last  named  are  published  by  Harper  and 
Brothers,  New  York,  and  are  worthy  a  place  in  every  library. 
THE  FIRESIDE  ;    or,    Hints  on   Home   Education.      Boston  : 

Crosby,  Nichols,  &  Co.     16mo.     pp.  325. 

Tliis  volume  abounds  in  valuable  hints.     It  should  be  read 
by  every  teacher  and  parent. 
THE  LIFE  AND  CORRESPONDENCE  OF  THOMAS  ARNOLD  D.  D., 


336  APPENDIX. 

Reference  Books. 


late  Head-Master  of  Rugby  School.     By  A.  P.  Stanley,  A.M. 
London  and  New  York.     8vo.     pp.  490. 

LOCKE  AMSDEN  ;  or,  The  Schoolmaster.  By  D.  P.  Thompson. 
Boston  :  Bazin  and  Ellsworth.  12mo.  pp.  231. 

TEACHING  A  SCIENCE  ;  the  Teacher  an  Artist.  By  Rev. 
Baynard  R.  Hall,  A.  M.  New  York  :  Charles  Scribner. 
12mo.  pp.  305. 

THE  DISTRICT  SCHOOL  AS  IT  WAS.  By  Warren  Burton.  Bos- 
ton :  Phillips,  Sampson,  &  Co. 

THE  TEACHERS'  INSTITUTE  ;  or,  Familiar  Hints  to  Young 
Teachers.  By  William  B.  Fowle.  12mo.  pp.  258. 

THE  TEACHER  TAUGHT  ;  or,  The  Principles  and  Modes  of 
Teaching.  By  Emerson  Davis,  D.  D.  12mo.  pp.79. 

THE  TEACHERS'  MANUAL.  By  Thomas  II.  Palmer.  Boston  : 
Ticknor  and  Fields.  12mo.  pp.  2G3. 

LECTURES  ON  SCHOOL-KEEPING.  By  S.  R.  Hall.  Boston  : 
J.  P.  Jewett  &  Co. 

LECTURES  ON  EDUCATION.    By  Horace  Mann.    12mo.    pp.338. 

CONFESSIONS  OF  A  SCHOOLMASTER.  By  William  A.  Alcott, 
M.  D.  New  York  :  Ivison  and  Phinney.  12mo.  pp.316. 

NORMAL  SCHOOLS,  and  other  Institutions,  Agencies,  and  Means 
designed  for  the  Professional  Education  of  Teachers.  By 
Henry  Barnard,  LL.  D.  Hartford  :  Case,  Lockwood,  &  Co. 
Svo.  pp.  435. 

NATIONAL  EDUCATION  IN  EUROPE  :    being  an  Account  of 
the  Organization,  Administration,  Instruction,  and  Statistics 
of  Public  Schools  of  different  Grades  in  the  different  States. 
By  Henry  Barnard,  LL.  D.     12mo.     pp.  878. 
These  two  volumes  by  Dr.  Barnard  contain  a  vast  amount  of 

valuable  information. 

EDUCATIONAL  BIOGRAPHY  ;  or,  Memoirs  of  Teachers,  Educa- 
tors, and  Promoters  and  Benefactors  of  Education,  Litera- 
ture,  and    Science.      By  Henry  Barnard,   LL.  D.     Vol.  I. 
New  York  :   F.  C.  Brownell.     12mo.     pp.524. 
This  work  promises  to  be  one  of  rare  merit  and  value,  and 

well  deserves  a  place  in  every  teacher's  library. 


APPENDIX.  337 


Reference  Books. 


SCHOOL  ARCHITECTURE.  By  Henry  Barnard,  LL.  D.  With 
many  Illustrations.  New  York  :  A.  S.  Barnes  and  Burr. 
Large  8vo. 

PENNSYLVANIA  SCHOOL  ARCHITECTURE.  A  Manual  of  Di- 
rections and  Plans  for  Grading,  Locating,  Constructing,  Heat- 
ing, Ventilating,  and  Furnishing  Common  School-houses.  By 
Thomas  H.  Burrowes.  8vo.  pp.  276. 

COUNTRY  SCHOOL-HOUSES  :  containing  Elevations,  Plans,  and 
Specifications,  with  Estimates,  Directions  to  Builders,  Sug- 
gestions as  to   School   Grounds,   Furniture,  Apparatus,  &c., 
and   a   Treatise   on   School-house  Architecture.     By   James 
Johonnot.     New  York  :   Ivison  and  Phinney. 
The  three  volumes  last  named  contain  a  vast  amount  of  in- 
formation on  very  important  subjects.     They  should  be  in  every 
school-teacher's  library. 

MENTAL  PHILOSOPHY  :  including  the  Intellect,  Sensibilities, 
and  Will.  By  Joseph  Haven,  late  Professor  of  Intellectual 
and  Moral' Philosophy  in  Amherst  College.  Boston:  Gould 
and  Lincoln.  12mo.  pp.  58. 

THE  ENGLISH  POETS.     With  Critical  Notes.      By  Rev.  J.  R. 
Boyd.     New  York  :   A.  S.  Barnes  and  Burr. 
This  series  of  five  volumes  includes  Milton,  Young,   Thom- 
son, Cowper,  and  Pollok,  —  each  made  interesting  and  intelli- 
gible by  judiciously  arranged  explanatory  notes. 
WEBSTER'S    DICTIONARY,   UNABRIDGED.      This  work,   pub- 
lished by  G.  and  C.  Merriam,   Springfield,  Mass.,   should  be 
in  every  library.     No  teacher  can  afford  to  be  without  it. 
It  contains  an  inexhaustible  fund  of  information. 
WORCESTER'S  DICTIONARY,  UNABRIDGED.     This  work,  pub- 
lished by  Hickling,  Swan,  and  Brewer,  of  Boston,  will  deserve 
a  place  in  every  library. 

Lii'i'ixcoTT's  PRONOUNCING  GAZETTEER.     A  complete  Pro- 
nouncing Gazetteer  or  Geographical  Dictionary  of  the  World. 
Philadelphia  :    J.  B.  Lippincott  &  Co.     12mo.     pp.  2182. 
This  is  unsurpassed,  and  indeed  has  no  rival  in  the  depart- 
ment of  which  it  treats. 

29 


APPENDIX. 


Reference  Books. 


APPLETON'S  CYCLOPAEDIA  OF  BIOGRAPHY,  Foreign  and  Amer- 
ican, embracing  a   Series  of  Original  Memoirs  of  the  most" 
Distinguished  Persons  of  all  Times.     With  600  Engravings. 
One  large  Svo.     A  truly  excellent  and  useful  volume. 
A  BIOGRAPHICAL  DICTIONARY  :   comprising  a  Summary  Ac- 
count of  the  Lives  of  the  most  Distinguished  Persons  of  all 
Ages,  Nations,  and  Professions.     By  John  L.  Blake,  D.  D. 
Philadelphia  :   II.  Cowperthwait  &  Co.     Svo.     pp.  1366. 
APPLETON'S  NEW  AMERICAN  CYCLOPEDIA  :  a  Popular  Dic- 
tionary of  General  Knowledge.     Edited  by  George   Ripley 
and  Charles  A.  Dana.     New  York  :   D.  Appleton  &  Co. 
This  work  is  to  be  in  fifteen  volumes,  large  octavo.     Six  vol- 
umes have   already  been   published,   and  from  these  we  feel 
warranted  in  saying  that  the  work  is  eminently  worthy  of  public 
patronage.     It  will  constitute  a  library  of  itself,  —  containing  a 
vast  amount  of  information  on  subjects  in  general  and  of  promi- 
nent individuals.    As  a  work  of  reference  it  will  prove  invaluable. 
THESAURUS  OF  ENGLISH  WORDS  AND  PHRASES  :   so  arranged 
and  classified  as  to  facilitate   the  Expression  of  Ideas  and 
assist  in  Literary  Composition.     By  Peter  Mark  Roget.     Re- 
vised and  edited,  with  a  List  of  Foreign  Words  defined  in 
English,  and  other  Additions,  by  Barnas  Scars,  D.  D.,  Presi- 
dent of  Brown    University.     Boston  :    Gould   and   Lincoln. 
12mo.     pp.  510. 

CRAIJB'S  ENGLISH  SYNONYMES  EXPLAINED.  With  copious 
Illustrations  and  Explanations,  drawn  from  the  best  Writers. 
New  York  :  Harper  and  Brothers.  Svo.  pp.  535. 
ON  THE  STUDY  OF  WORDS.  By  Richard  Chenevix  Trench, 
B.D.,  Professor  of  Divinity,  King's  College,  London.  New 
York  :  Redfield.  12mo.  pp.  231. 

CIIAMUEKS'S  CYCLOP.KDIA  OK  ENGLISH  LITERATURE.  Bos- 
ton :  Gould  and  Lincoln.  2  vols.  Svo.  pp.  2100,  and  more 
than  300  elegant  illustrations. 

A  selection   of  the   choicest  productions  of  English  authors, 
from  the  earliest  to  the  present  time.     A  most  valuable  work. 
CYCLOPAEDIA  OF  AMERICAN  LITERATURE  :   embracing  Per- 


APPENDIX.  339 

Reference  Books. 

sonal  and  Critical  Notices  of  Authors,  and  Selections  from 
their  Writings.  From  the  earliest  Period  to  the  present  Day. 
With  Portraits,  Autographs,  and  other  Illustrations.  By  Evert 
A.  Duyckinck  and  George  L.  Duyckinck.  New  York :  Charles 
Scribner.  2  vols.  Royal  8vo.  pp.  1500. 

THE  ENCYCLOPEDIA  OF  ALL  NATIONS  :  comprising  a  com- 
plete Physical,  Statistical,  Civil,  and  Political  Description  of 
the  World ;  exhibiting  its  various  Rivers,  Mountains,  Lakes, 
Plains,  &c. ;  the  Natural  History  of  each  Country,  Beasts, 
Birds,  Fishes,  Shells,  Minerals,  Insects,  Plants,  &c. ;  and  the 
Productive  Industry,  Commerce,  Political  Institutions  of  all 
the  Empires,  Kingdoms,  and  Republics  of  the  Globe  ;  includ- 
ing the  late  Discoveries  of  Drs.  Barth,  Kane,  and  Livingstone. 
Also  a  General  View  of  Astronomy.  By  Hugh  Murray, 
F.  R.  S.  E.,  assisted  by  Professors  Jameson,  Wallace,  Swain- 
son,  and  Hooker.  Edited  by  Elbridge  Smith,  A.  M.,  Principal 
of  the  Norwich  Free  Academy.  The  whole  embellished  with 
Maps,  Charts,  and  over  1,100  Engravings.  Norwich  :  Henry 
Bill.  2  vols.  pp.  1G70.  Very  valuable. 

THE  GRAMMAR  OF  ENGLISH  GRAMMARS.     By  Goold  Brown. 
New  York  :    W.  and  8.  Wood.     Large  8vo.     pp.  1028. 
This  volume  should  be  in  the  hands  of  every  teacher.     It  is 

emphatically  the  Grammar  of  Grammars. 

HISTORY  AND  CHRONOLOGY.  The  World's  Progress.  With 
Chart.  12mo.  pp.  7 1C. 

GENERAL  LITERATURE  AND  THE  FINE  ARTS.  By  George 
Ripley  and  Bayard  Taylor.  12mo.  pp.  647. 

THE  USEFUL  ARTS.     By  Dr.  Antisell.     12mo.     pp.  690. 

UNIVERSAL  BIOGRAPHY.    By  Parkc  Godwin.    12mo.    pp.  821. 

UNIVERSAL  GEOGRAPHY  :  a  Comprehensive  Gazetteer  of  the 
World.  1 2rno. 

SCIENCE  :   including  Natural   History,  Botany,  Geology,  Min- 
eralogy, &c.     By  Samuel  St.  John. 
These    six   volumes,    published   by  S.  A.  Rollo  &  Co.,  New 

York,  are   intended  to   comprise  a  comprehensive  view  of  the 

whole  circle  of  human  knowledge  ;  in  other  words,  to  form  a 


340  APPENDIX. 

llcference  Books. 


General  Cyclopaedia  in  a  portable  shape,  for  popular  reference, 

for  family  libraries,  for  teachers,  for  school  libraries,  and  for  the 

general  reader. 

OUTLINES  OF  UNIVERSAL  HISTORY,  from  the  Creation  of  the 
World  to  the  Present  Time.  By  George  Weber.  Boston  : 
Hickling,  Swan,  and  Brewer.  1  vol.  Royal  8vo.  pp.  5f>9. 

In  this  work  we  find  the  principles  of  historical  perspective 
applied  to  the  annals  of  the  world  with  wonderful  success. 
Though  a  vast  multitude  of  objects  are  introduced  to  the  reader, 
there  is  not  the  least  indistinctness  or  confusion. 

MATHEMATICAL  DICTIONARY  ;  and  Cyclopaedia  of  Mathemat- 
ical Science.  Comprising  Definitions  of  all  the  Terms  em- 
ployed in  Mathematics,  —  an  Analysis  of  each  Branch,  and  of 
the  Whole,  as  forming  a  single  Science.  By  Charles  Davies 
and  William  G.  Peck.  New  York  :  A.  S.  Barnes  and  Burr. 
1  vol.  8vo.  pp.  592. 

ELEMENTS  OF  CRITICISM.  By  Henry  Home,  of  Kames,  one 
of  the  Lords  Commissioners  of  Justiciary  in  Scotland.  Edited 
by  Rev.  James  R.  Boyd.  New  York  :  A.  S.  Barnes  and  Burr. 
l'2mo.  pp.  486.. 

BOUVIER'S  FAMILIAR  ASTRONOMY  :  illustrated  by  Celestial 
Maps  and  upwards  of  Two  Hundred  finely  executed  En- 
gravings. To  which  are  added,  a  Treatise  on  the  Globes,  and 
a  Comprehensive  Astronomical  Dictionary.  Philadelphia  : 
Childs  and  Peterson.  8vo.  pp.  499. 

FAMILIAR  SCIENCE  ;  or,  The  Scientific  Explanation  of  the 
Principles  of  Natural  and  Physical  Science,  and  their  prac- 
tical and  familiar  Applications  to  the  Employments  and 
Necessities  of  Common  Life.  Illustrated  by  nearly  Two 
Hundred  Engravings.  By  David  A.  Wells,  A.  M.  Philadel- 
phia :  Childs  and  Peterson.  8vo.  pp.  .r>Gf>. 

MACKY'S  GEOGRAPHY  OF  THE  SKA.  This  excellent  work  is 
published  by  Harper  and  Brothers,  New  York.  It  is  well 
illustrated  with  wood-cuts  and  charts. 

THE  EARTH  AND  MAN  :  Lectures  on  Comparative  Physical 
Geography,  in  its  Relation  to  the  History  of  Mankind.  By 
Arnold  Guyot.  Boston:  Gould  and  Lincoln.  12mo.  pp.334. 


APPENDIX.  341 


Books  for  School  Libraries. 


THE  HAND-BOOK  OF  HOUSEHOLD  SCIENCE.  A  Popular  Ac- 
count of  Heat,  Light,  Air,  Aliment,  and  Cleansing,  in  their 
Scientific  Principles  and  Domestic  Applications.  By  Edward 
L.  Youmans.  New  York:  D.  Appleton  &  Co.  12mo.  pp.470. 
THE  CHEMISTRY  OF  COMMON  LIFE.  By  James  F.  Johnston. 
Illustrated  with  numerous  Wood  Engravings.  New  York  : 
D.  Appleton  &  Co.  2  vols.  12mo. 

TRE-ATISE  ON  ENGLISH  PUNCTUATION.  Designed  for  Letter- 
Writers,  Authors,  Printers,  Correctors  of  the  Press,  and  for 
School  Use.  With  an  Appendix,  containing  Rules  on  the 
Use  of  Capitals,  a  List  of  Abbreviations,  Hints  on  Preparing 
Copy  and  on  Proof-Reading,  Specimen  of  Proof-Sheets,  &c. 
By  John  Wilson.  Boston  :  Crosby,  Nichols,  &  Co.  16mo. 
This  is  unquestionably  the  best  work  of  its  kind  now  before 
the  public.  Every  teacher  should  own  it.  . 

Fowler  and  Wells,  New  York,  publish  some  very  good  books. 
"  How  to  Write,"  "  How  to  Talk,"  etc.  will  be  found  exceeding- 
ly useful  to  all  classes. 


APPENDIX   G. 

BOOKS   FOR   SCHOOL  LIBRARIES. 

MANY  school  libraries  have  been  established  within  the 
last  ten  years.  The  usefulness  of  these  will  depend  greatly 
upon  the  character  of  the  books  selected  to  furnish  them. 
The  press  is  teeming  with  books  for  the  young,  but  many 
of  the  volumes  issued  are  entirely  unsuitable,  and  their 
circulation  Avill  do  harm  and  not  good.  The  following 
we  commend  as  interesting  and  instructive  books  for  school 
or  family  libraries. 

29* 


542  APPENDIX. 


Books  for  School  Libraries. 


HOLLO'S  TRAVELS.    By  Jacob  Abbott.    Hollo  on  the  Atlantic ; 
Hollo  in  Switzerland ;  Hollo  on  the  Rhine  ;  Hollo  in  London ; 
Hollo  in  Paris;    Hollo  in   Geneva,  etc.     10   vols.     Boston: 
Brown,  Taggard,  &  Chase. 
These  are  beautiful  16mo  vols.,  each  containing  about  225 

pages,  and  full  of  instruction  pleasantly  expressed.    They  will  be 

read  with  pleasure  and  profit  by  adults  as  well  as  by  children. 

SEEDTIME  AND  HARVEST.  Tales  from  the  German  of  Rosalie 
Koch  and  Maria  Burg.  By  Trauermantel.  With  six  colored 
Illustrations.  1  vol.  IGmo. 

WELL  BEGUN  is  HALF  DONE  ;  AND,  THE  YOUNG  ARTIST. 
Tales  translated  from  the  German.  By  Tranermantel.  Witli 
six  fine  Illustrations,  printed  in  oil  colors.  IGmo. 

A  WILL,  AND  A  WAY.  Tales  from  the  German  of  T.  Michel 
and  Aug.  Moritz.  By  Trauermantel.  With  six  colored  Illus- 
trations. 1  vol.  IGmo. 

THE  AGE  OF  CHIVALRY.  Or,  King  Arthur  and  his  Knights 
of  the  Round  Table.  By  the  Author  of  "  The  Age  of  Fable." 
Illustrated  with  Engravings.  12mo. 

THE  LIFE  OF  WASHINGTON,  FOR  CHILDREN.  By  E.  Cecil. 
Illustrated  with  Engravings.  IGmo. 

NANNIE'S  JEWEL-CASE  ;  OR,  TRUE  STONES  AND  FALSE. 
Tales  translated  from  the  German.  By  Trauermantel.  With 
six  fine  Illustrations,  printed  in  oil  colors.  Kimo. 

THE  BOY  OF  MOUNT  HIIIGI.  By  Miss  C.  M.  Sedgwick, 
author  of  "  Home,"  "  Live  and  Let  Live.''  IGmo. 

THE  JUVENILE  LIBRARY.  By  Mrs.  Tuthill,  Mary  Ilowitt, 
and  others.  In  sets  of  14  volumes,  uniform  in  size  and  style, 
embellished  with  engravings.  Put  up  in  neat  boxes.  l<Smo. 
The  titles  are  :  —  I  will  be  a  Lady  ;  I  will  be  a  Gentleman  ; 
A  Strike  for  Freedom  ;  The  Boarding-School  Girl ;  Onward, 
Right  Onward;  Anything  for  Sport;  Happy  Days;  Child- 
hood of  Mary  Leeson  ;  Ellen  Stanley ;  The  Boy  of  Spirit  ; 
When  are  we  Happiest  ?  Hurrah  for  Xew  England  ;  Keep- 
er's Travels ;  The  People  of  Bleaburn. 
The  twenty-one  volumes  last  named  are  very  neatly  pub- 


APPENDIX.  343 


Books  for  School  Libraries. 


lished  by  Crosby,  Nichols,  &  Co.  of  Boston.     They  are  at  once 

attractive  and  instructive. 

KNOWLEDGE  is  POWER.  A  View  of  the  Productive  Forces  of 
Modern  Society  and  the  Results  of  Labor,  Capital,  and  Skill. 
By  Charles  Knight.  Boston  :  Gould  and  Lincoln.  1  vol. 
12mo.  pp.  502. 

FRAXCONIA  STORIES.     By  Jacob  Abbott.     New  York :    Har- 
per &   Brothers.     10  vols.      16rao.      Comprising  Malleville, 
Mary    Bell,    Ellen    Linn,   Wallace,   Beechnut,    Stuyvesant, 
Agnes,  Mary  Erskine,  Rodolphus,  and  Caroline. 
These  are  highly  interesting  stories,  each  complete  in  itself, 

—  and  imparting  intellectual  and  moral  instruction  in  a  manner 

charming  to  the  young. 

ILLUSTRATED  HISTORIES.  By  Jacob  Abbott.  New  York : 
Harper  &  Brothers.  Comprising  22  vols.  IGmo,  written  in 
an  attractive  and  interesting  style,  embracing  biographies  of 
the  following  persons  :  Cyrus  the  Great,  Darius  the  Great, 
Xerxes,  Alexander  the  Great,  Romulus,  Hannibal,  Pyrrhus, 
Julius  Caesar,  Cleopatra,  Nero,  Hernando  Cortes,  Alfred  the 
Great,  William  the  Conqueror,  Mary  Queen  of  Scots,  Queen 
Elizabeth,  Charles  I.,  Charles  II.,  Josephine,  Marie  Antoi- 
nette, Madame  Roland,  Henry  IV.,  Christopher  Columbus. 
These  volumes  may  be  had  separately  if  desired. 

MARCO  PAUL'S  TRAVELS  AND  VOYAGES,  in  the  Pursuit  of 
Knowledge.  By  Jacob  Abbott.  New  York  :  Harper  & 
Brothers.  6  vols.  16mo,  each  containing  about  200  pages; 
being  Marco  Paul  in  New  York,  on  the  Erie  Canal,  in  the 
Forests  of  Maine,  in  Vermont,  in  Boston,  and  at  the  Spring- 
field Armory. 

These  volumes  are  at  once  amusing  and  instructive.     They 
represent  Marco  Paul  as  a  lad,  travelling  in  the  places  named, 
under  the  guidance  of  a  competent  instructor,  who,  in  an  enter- 
taining manner,  imparts  all  desired  information. 
THE  AIMWELL  STORIES.     Boston :    Gould  &  Lincoln.      This 

series  is  admirably  adapted  to  amuse  and  instruct  the  young. 

There  are  6  vols.  l*Jmo.     Being,  — 


344  APPENDIX. 


Books  for  School  Libraries. 


I.  OSCAR  ;  or,  The  Boy  who  had  his  own  Way. 
IT.  CLINTON  ;  a  Book  for  Boys. 

III.  ELLA  ;  or,  Turning  over  a  New  Leaf. 

IV.  WHISTLER  ;  or,  the  Manly  Boy. 
V.  MARCUS  ;  or,  The  Boy-tamer. 

VI.  JESSIE  ;  or,  Trying  to  be  Somebody. 

THE  POOR  BOY  AND  THE  MERCHANT  PRINCE  ;  or  Elements 
of  Success,  drawn  from  the  Life  and  Character  of  the  late 
Amos  Lawrence.  By  William  M.  Thayer.  Boston  :  Gould 
and  Lincoln.  IGmo.  pp.  349.  An  excellent  volume. 

COAVDERY'S  MORAL  LESSONS.  Philadelphia  :  Cowperthwait 
&  Co.  A  book  worthy  of  a  place  in  every  school  and  family. 

THE  COTTAGE  LIBRARY.  10  vols.  This  juvenile  series  was 
prepared  by  S.  G.  Goodrich,  —  widely  known  as  Peter  Par- 
ley. They  are  published  in  New  York  by  Sheldon  &  Co., 
and  are  good  books. 

AUTOBIOGRAPHY  OF  BENJAMIN  FRANKLIN  :  with  a  Narra- 
tive of  his  Public  Services.  By  H.  Hastings  Weld.  New 
York  :  Harper  &  Brothers.  8vo.  pp.  549.  This  is  a  very 
interesting  book. 

MERRIE  ENGLAND.     By  Grace  Greenwood. 

THE  DESERT  HOME  ;  or,  Adventures  of  a  Lost  Family  in  the 
Wilderness.  With  12  Illustrations. 

THE  BOY-HUNTERS  ;  or,  Adventures  in  Search  of  a  White 
Buffalo.  With  1 2  Illustrations. ' 

THE  YOUNG  VOYAGEURS  ;  or,  The  Boy-Hunters  in  the  North. 
With  12  Illustrations. 

THE  Brsn-BoYS  ;  or,  The  History  and  Adventures  of  a  Cape 
Farmer  and  his  Family,  in  the  Wild  Karoos  of  Southern 
Africa.  With  12  Illustrations. 

TANGLEAVOOD  TALES  FOR  GIRLS  AND  BOYS.  Being  a  Second 
Wonder-Book,  lly  Nathaniel  Hawthorne.  With  line  Plates. 

A  WONDER-BOOK  FOR  GIRLS  AND  BOYS.  By  Nathaniel 
Hawthorne.  A  Series  of  Six  Stories,  illustrative  of  Classical 
Mythology.  Embellished  with  many  beautiful  Plates. 

TRUE  STORIES  FROM  HISTORY  AND  BIOGRAPHY.    By  Na- 


APPENDIX.  345 


Books  for  School  Libraries. 


thaniel  Hawthorne.    Comprising  the  -whole  History  of  Grand- 
father's Chair,  and  Biographical  Stories  of  Benjamin  West, 
Sir  Isaac  Newton,  Samuel  Johnson,  Oliver  Cromwell,  Benja- 
min Franklin,  and  Queen  Christina.     With  Illustrations. 
The  eight  volumes  last  named  are  published  by  Ticknor  &  g 

Fields,  Boston,  who  also  publish  many  other  valuable  works 

for  libraries. 

Delisser  and  Proctor  of  New  York  publish  a  very  attractive 

series  of  books  under  the  title  of  "  The  Household  Library." 

The  following  are  the  titles  :  — 

I.  THE  LIFE  AND  MARTYRDOM  OF  JOAN  OP  ARC.     By 

Miehelet. 
II.  THE  LIFE  OF  EGBERT  BURNS.     By  Carlylc. 

III.  LIFE,  TEACHINGS,  AND   DEATH   OF   SOCRATES.      By 

Grote. 

IV.  LIFE  OF  COLUMBUS.     By  Lamartinc. 

V.  LIFE  OF  FREDERICK  THE  GREAT.     By  Macaulay. 
VI.  LIFE  OF  PETER  THE  GREAT. 
VII.  LIFE  OF  MAHOMET.     By  Gibbon,  with  Notes. 
VIII.  LIFE  OF  TORQUATO  TASSO. 
IX.  LIFE  OF  OLIVER  CROMWELL. 
X.  LIFE  OF  LUTHER.     By  Chev.  Bunsen. 
XL  DR.  FRANKLIN'S  AUTOBIOGRAPHY. 

SPARKS'S  LIFE  OF  AVASHINGTON,  and  SPARKS'S  LIFE  OF 
FRANKLIX,  are  good  books  for  school  libraries. 

AHCTIC  EXPLORATIONS.  The  Second  Crinnell  Expedition  in 
Search  of  Sir  John  Franklin,  1853,  '5-1,  and  '55.  By  Elislia, 
Kent  Kane.  Philadelphia  :  Childs  &  Peterson.  2  vols.  8vo. 
This  exceedingly  interesting  work  is  copiously  illustrated, 

containing  upwards  of  three  hundred  engravings  from  sketches 

]>v  the.  author.      It  should  be   in   every  library  of  our  land,  and 

\vill  be  read  with  great  interest  by  all  classes. 

SHIP  AND  SHORE,  in  'Madeira,  Lisbon,  and  the  Mediterranean. 
1  vol.  12mo. 

LAND  AND  LEE.  In  the  Bospliorus  and  yEgean  ;  or,  Views  of 
Constantinople  and  Athens.  1  vqj.  12mo. 


34.6  APPENDIX. 


Books  for  School  Libraries. 


DECK  AND  PORT  ;  or,  Incidents  of  a  Cruise  in  the  U.  States 
Frigate  Congress,  to  California,  with  Sketches  of  Rio  Janeiro, 
Valparaiso,  Lima,  Honolulu,  etc.     1  vol.     12mo. 
THREE  YfARS  IN  CALIFORNIA.    Being  an  Authentic  History 
of  California  from  the  Time  it  came  under  the  United  States 
Flag  down  to  the  Present  Time.     1  vol.     12mo. 
THE  SEA  AND  THE  SAILOR.    With  Notes  on  France,  Italy,  &c. 
1  vol.     12mo. 

The  five  volumes  last  named  were  written  by  the  late  Rev. 
W.  Colton,  and  they  are  at  once  interesting,  instructive,  and 
amusing.  They  are  reliable  works.  Published  by  S.  A.  Rollo, 
New  York. 

HARPER'S  STORY-BOOKS.  A  series  of  Narratives,  Dialogues, 
Biographies,  and  Tales,  for  the  Instruction  and  Entertainment 
of  the  Yroung.  By  Jacob  Abbott. 

There  are  some  12  or  15  volumes  of  these  books  already  pub- 
lished, and  they  are  full  of  instructive  and  entertaining  reading. 
Published  by  Harper  &  Brothers,  New  York. 

E.  ().  LIRHEY  &  Co.,  of  Boston,  have  in  course  of  publica- 
tion a  scries  of  books  for  children,  under  the  general  title  of 
"  American  Biography."  Three  volumes  —  "  Captain  John 
Smith,"  "  Israel  Putnam,"  and  "  Benedict  Arnold  "  —  have  been 
published.  They  are  well  written  and  beautifully  printed,  and 
must  be.  favorite  books  with  the  young. 
KiiMM  POORHOUSK  TO  PULPIT;  or,  The  Triumphs  of  the  late 

I  >r.  John  Kitto,  from  Boyhood  to  Manhood.     By  William  M. 

Thaycr.     Boston  :  E.  O.  Libbey  &  Co.      Ifimo.     pp.  3-19. 

PHILLIPS,  SAMPSON,  &  Co.,  Boston,  publish  a  set  of  the  Rollo 
Bonks,  1  1  vols.,  which  are  excellent  for  school  libraries.  The. 
same  linn  publish  manv  valuable  books  lor  libraries.  Among 
them  mav  be  named  Hume's  and  Macaulay's  Histories  of  Eng- 
laii'l  ;  Prcscott's  Histories ;  British  Essayists,  etc. 


APPENDIX. 


Rules  and  Resnilations. 


APPENDIX    H. 

RULES   AND   REGULATIONS   FOR   SCHOOL 
LIBRARIES. 

THE  following  rules  and  regulations  have  been  adopted 
for  many  of  the  school  libraries  of  Connecticut.  If  they 
are  not  just  what  may  be  desired,  they  may  prove  valuable 
in  a  suggestive  point. 

"  I.  The  district  committee,  clerk,  and  treasurer,  shall 
constitute  a  Board  of  Trustees,  who  shall  have  a  general 
charge  of  the  Library,  appoint  a  suitable  person  to  act  as 
Librarian,  and  said  Trustees  shall,  at  the  annual  meeting, 
make  a  report  to  the  district  respecting  the  number  of  vol- 
umes and  condition  of  the  Library. 

'•II.  1.  The  Librarian  shall  be  responsible  to  the  Trus- 
tees for  all  matters  connected  with  the  Library,  and  upon 
accepting  the  office,  he  shall  give  to  the  Trustees  a  receipt, 
containing  the  names  of  all  the  volumes,  and  stating  the 
condition  of  the  same,  —  and  upon  surrendering  his  trust, 
he  .-hall  give  unto  them  a  satisfactory  account  of  the  vol- 
umes intrusted  to  him.  If  new  books  are  added  alter 
lie  enters  upon  his  duties,  he  shall  give  to  said  Trustees 
an  additional  receipt,  containing  tlto  names  and  condition 
of  the  same.  For  his  services,  the  Librarian  shall  re- 
ceive such  compensation  as  the  Trustees  may  decide  to  be 
sufficient. 

u  2.  The  Librarian  shall  keep  a  book  in  which  he  shall 
record  the  names  of  those  entitled  to  receive  books,  and 
the  number  of  each  book  delivered,  the  time  of  its  delivery. 


348  APPENDIX. 


Rules  and  Regulations. 


and  to  whom  delivered.  lie  shall  also  keep  a  fair  cata- 
logue for  the  use  of  tnose  who  desire  to  select  books. 

"III.  The  Library  shall  be  kept  in  such  place  as  the 
Trustees  may  direct,  and  at  the  expense  of  the  district. 

"IV.  Each  book  shall  be  well  covered,  distinctly  num- 
bered, and  contain  the  name  or  number  of  the  district  to 
which  it  belongs,  and  no  number  shall  be  changed. 

"  V.  Books  may  be  drawn  by  the  inhabitants  of  the  dis- 
trict, subject  to  the  rules  and  regulations  hereafter  named. 
Minors  may  draw  in  their  own  names,  but  on  the  responsi- 
bility of  their  parents  or  guardians.  If  the  number  of  ap- 
plicants for  books  shall,  at  any  time,  exceed  the  number  of 
volumes  ready  for  delivery,  only  one  volume  shall  be 
allowed  to  a  family. 

"  1.  Only  one  volume  shall  be  taken  by  one  person  at  a 
time,  and  any  one  having  drawn  a  book  must  return  it 
before  he  can  be  allowed  to  draw  another. 

"  2.  Books  may  be  drawn  at  such  times  as  the  Trustees 
may  decide. 

"  3.  No  book  shall  be  retained  longer  than  two  weeks 
at  a  time,  —  provided,  however,  if  the  same  book  is  not 
wanted  by  any  other  person,  it  may  be  taken  for  an  addi- 
tional two  weeks. 

''4.  The  drawer  shall  be  subject  to  a  fine  of  10  cents 
pei-  week  for  every  octavo  kept  more  than  two  weeks,  and 
5  cents  per  week  for  every  smaller  work. 

"  •).  If  a  volume  is  kept  more  than  four  weeks,  the  per- 
son so  keeping  it  shall  be  notified  of  his  delinquency  by 
the  Librarian,  arid  if  not  returned  within  a  week  thereafter, 
it  shall  be  considered  as  lost,  and  the  holder  be  iined  ac- 
cordingly. 

"  6.  If  any  volume  shall  be  injured  or  destroyed,  it  shall 
be  made  good  by  the  person  in  whose  name  it  was  drawn ; 


APPENDIX.  349 


Apparatus. 


and  if  it   belongs  to  a  series,  the  damage  to  the  set  shali 
be  paid. 

"  7.  The  Librarian  shall  have  a  set  of  these  rules  posted 
where  they  can  be  seen." 


APPENDIX    I. 

APPARATUS,  SCHOOL  MOTTOES,   RECORDS, 
ETC. 

APPAEATUS. 

So  far  as  possible,  every  school  should  have  a  supply  of 
apparatus  designed  for  the  illustration  of  certain  principles, 
etc.  The  use  of  this  will  tend  greatly  to  interest  and  in- 
struct pupils.  The  "  Holbrook  School  Apparatus  "  is  the 
only  set  within  our  knowledge  intended  expressly  for  our 
common  schools.  It  is  certainly  a  very  useful  set,  and  can 
be  had  at  a  very  moderate  price.  It  consists  of  the  fol- 
lowing articles  :  — 

Orrery. 

Tellurian. 

Geometrical  solids. 

Terrestrial  Globe. 

Numeral  Frame. 

Magnet. 

Text-Book,  or  Teacher's  Guide  to  Illustration. 

This  apparatus  may  be  obtained  in  New  York  of  F.  C. 
Brownell,  Appleton's  Building,  arid  iu  Chicago  of  George 
Sherwood,  122  Lake  Street,  for  about  $20,  and  may  be  made 
exceedingly  useful  in  the  hands  of  an  intelligent  teacher. 
80 


350  APPENDIX. 


School  Mottoes. 


SCHOOL  MOTTOES. 

Short  and  appropriate  mottoes  learned  by  children  will 
be  remembered  and  felt  during  life.  It  is  well  for  teachers 
tofiave  them  placed  upon  the  school-room  walls  of  upon 
the  blackboard,  and  occasionally  to  make  one  the  subject 
of  conversation  or  remark. 

I  will  try. 

I  will  not  be  tardy. 

Always  ready. 

Who  docs  the  best  he  can,  does  well. 

I  will  never  be  absent. 

Excelsior.     Higher  and  higher  ;  but  only  step  by  step. 

"  The  pure  in  heart  shall  see  God." 

An  error  confessed  is  half  redressed. 

Speak  the  truth  ;  act  the  truth  ;  think  the  truth. 

If  we  would  excel,  we  must  labor. 

I  can  if  I  will. 

I  must  try  to  do  right. 

Only  the  truly  good  are  truly  happy. 

]  must  never  violate  my  conscience. 

Thou,  God,  seest  me. 

Always  speak  the  truth. 

Labor  conquers  all  things. 

Dare  to  do  right. 

Study  first,  —  amusements  afterwards. 

By  perseverance  we  overcome  difficulties. 

We  must  try  to  be  good  and  do  good. 

Learning  is  better  than  silver  and  gold. 

He  liveth  long  who  liveth  well. 

We  must  aim  at  thoroughness. 

Never  put  off  till  to-morrow  what  can  and  should  be 
done  to-day. 


APPENDIX. 


School  Records. 


I  must  obey  my  teacher. 

AVe  should  be  kind  to  our  schoolmates. 

"  If  sinners  entice  thee,  consent  thou  not." 

Better  late  than  never,  —  but  better  still,  never  late. 

If  we  would  have  friends,  we  must  be  friendly. 

As  we  sow,  so  shall  we  reap. 

A  tree  is  known  by  its  fruits. 

We  must  not  whisper  in  school. 

Be  slow  to  promise,  quick  to  perform. 

Do  as  you  would  be  done  by. 

Diligence  will  insure  success. 

Evil  communications  corrupt  good  manners. 

To  err  is  human  ;   to  forgive,  divine. 

"  A  good  name  is  better  than  great  riches." 

Fear  God  and  keep  his  commandments. 


SCHOOL  RECORDS. 

Every  teacher  should  keep  a  careful  record  of  the  daily 
recitations  and  deportment  of  his  pupils.  It  would,  how- 
over,  be  a  very  difficult  matter  to  give  a  formula  adapted  to 
the^wants  of  all  schools.  Each  teacher  must  aim  to  have  one 
prepared  with  reference  to  the  peculiar  circumstances  and 
classification  of  his  school.  In  giving  the  followin^formulas 
it  is  intended  merely  to  give  such  as  may  be  used  in  our 
common  schools,  —  and  these  even  are  designed  to  be  sug- 
gestive, and  not  as  models.  If  an  account  of  recitations 
and  deportment  is  recorded  but  once  daily,  form  A<».  1 
will  answer.  In  this  case  let  each  pupil  be  made  respon- 
sible for  his  own  report ;  —  that  is,  let  each  be  required  to 
give,  when  called  upon,  the  number  of  failures  in  recita- 
tion, and  the  number  of  errors  in  deportment,  that  he  has 


APPENDIX. 


Form  of  liecord. 


made  during  the  day.  The  teacher  should  also  keep  a 
private  account,  as  a  check  against  wrong  reports  from 
pupils.  In  form  No.  1,  the  upper  line  denotes  deport- 
ment, and  the  lower  one  recitations.  At  the  close  of  each 
day,  if  a  pupil  has  not  failed  in  recitation,  he  will,  when 
called  upon,  report  "  10,"  —  denoting  that  all  his  recita- 
tions have  been  correct.  If  he  has  failed  once,  he  will 
report  "  9,"  —  twice,  "  8,"  etc.  "  10  "  will  also  denote 
satisfactory  deportment,  —  and  every  deduction  from  that 
will  denote  a  degree  of  deviation.  In  form  No.  2,  a  rec- 
ord of  each  recitation  is  made  at  the  time  (say  four  times 
daily),  and  the  deportment  once  daily,  —  the  figure  to  the 
right  of  -|-  indicating  The  deportment.  In  this  3  is  the 
highest  mark  for  each  ;  0  denotes  an  entire  failure  or  de- 
fect, either  in  recitation  or  deportment ;  a  Hank  denotes 
absence.  It  will  prove  very  serviceable  if  an  abstract 
from  these  records  is  sent  to  parents  weekly  or  monthly. 


No.   1. 


Pupils'  Names. 

Mon. 

Tues. 

Wedn. 

Thtirs. 

Friday. 

Total. 

10 

10 

10 

10 

10 

i    50 

9 

10 

10 

9 

10 

!    48 

8 

9 

10 

7 

9 

43 

9 

8 

10 

9 

10 

*te 

John  Hall  

1 

• 

7 

g 

6 

18 

6 

7 

6 

19 

Ellrn  ptnno  . 





j 
' 

APPENDIX. 


353 


Manual  Exercises. 


No.  2. 


Pupils'  Names.      [  Monday.    Tuesday. 

Wednes. 

Thursd. 

Friday. 

i  Total. 

Frederic  Churchill, 
Frank  Jameson, 
George  II.  Clark, 
William  Northend, 
Chas.  W.  Tenney, 
Amos  Dilatory, 
Mary  Stanley, 
Alice  Tuck, 
Clara  Nason, 
Ellen  Bartlett, 

3,3,2,3+3  3,3,3,3+3  2,3,3,2+3  3,3,3,3+3  3,3,3,2+3  56+15 

3,3,3,2+3  3,3,3,3+3  3,3,3,3+3  2,3,3,3+3  3,2,3,3+3  62+15 

2,3,2,2+2  2,2,3,3+3  3,1,2,3+2  2,2,1,3+2  2,1,3,2+2  44+11 

| 

1,2,1,2+1  2,1,1,2+2 

2,1+1  1,2,2,2+2 

3,1,2,1+0 

29+  6 

1 

li 

NOTE.  —  In  the  two  forms  given,  it  has  been  considered  sufficient 
to  fill  only  a  few  of  the  blanks,  —  enough  to  indicate  the  plan. 


MAXUAL   EXERCISES. 

It  will  contribute  much  to  the  happiness  of  pupils  in 
primary  schools  if  they  are  required  several  times,  daily, 
to  go  through  with  certain  manual  exercises  in  concert. 
Such  exercises  will  also  be  promotive  of  health.  After  a 
little  careful  practice,  they  will,  with  remarkable  precision 
and  readiness,  assume  the  position  as  the  teacher  calls  the 
number.  Let  perfect  attention  and  promptness  be  required. 
Two  sets  of  these  exercises  follow,  and  the  teacher  can 
add,  change,  or  extend,  as  circumstances  may  render  de- 
sirable. 

SET  No.  1. 

1.  Sit  erect. 

2.  Fold  arms. 

3.  Extend  right  hand. 

30* 


354  APPENDIX. 


Manual  Exercises. 


4.  Extend  left  hand. 

5.  Extend  both  hands  in  front. 

6.  Clap  three  times. 

7.  Place  right  hand  on  head. 

8.  Place  left  hand  on  head. 

9.  Raise  both  hands  perpendicularly. 

10.  Clap  twice. 

1 1 .  All  rise,  —  without  noise. 

12.  All  face  the  north. 

13.  All  face  the  east. 

14.  All  face  the  south. 

15.  All  face  the  west. 
16.-  All  sit,  quietly. 

17.  All  take  slates  (or  books),  Avithout  noise. 

SET  No.  2. 

1.  Hands  clasped  and  resting  on  edge  of  the  desk. 

2.  Arms  folded  and  sitting  erect. 

3.  Arms  folded  behind. 

4.  Ends  of  fingers  resting  on  shoulder. 

5.  Fingers  meet  on  top  of  the  head. 

6.  Palms  of  the  hands  meet  above  the  head,  with  one 

clap. 

7.  Arms  folded  on  the  desk,  head  resting  on  them. 

8.  Arms  akimbo,  hands  on  the  hips,  fingers  towards  each 

other. 

9.  Right  hand  extending,  left  hand  on  the  hip. 

10.  Positions  reversed. 

11.  Both  hands  extended  horizontally. 

12.  From  the   llth  position,  hands  brought  up  perpen- 

dicularly, fingers  shaking. 

13.  Soft  part  of  the  ends  of  the  fingers  tapping  on  the 

desk,  imitating  the  sound  of  rain. 


355 


Subjects  for  Discussion. 


14.  Hands  twirling  one  over  the  other,  then  brought  sud- 

denly to  the  desk  with  a  noise. 

15.  Right  hand  extended,  left  hand  011  breast. 

16.  Positions  reversed. 

17.  Both  hands  crossed  on  breast. 

18.  Arms  extended  forcibly  and  carried  back. 

19.  All  rise. 

20.  All  sit. 

21.  Assume  a  devotional  posture,  —  hands  on  the  face, 

and  head  bending  upon  the  desk. 

22.  Same  as  1. 

SUBJECTS  FOR  DISCUSSION. 

If  teachers  would  be  truly  successful,  and  keep  alive  a 
progressive  spirit,  they  should  hold  occasional  meetings  of 
those  employed  in  the  same  town,  county,  or  State,  for  the 
discussion  of  topics  of  a  common  interest.  Such  meetings 
will  prove  highly  beneficial  to  all  concerned.  The  follow- 
ing subjects,  and  others  suggested  by  them,  may  be  very 
profitably  discussed  :  — 

1.  The  proper  age  for  attending  school. 

2.  The  studies  and  exercises  adapted  to  primary  schools. 

3.  Requisites    for   success    in  a  teacher   of    a   primary 

school. 

4.  Should  the  Bible  be  used  as  an  ordinary  reading-book 

in  schools  ? 

5.  Ought  the  sexes  to  be  educated  together  ? 

G.  Should  our  Common  Schools  be  free  ?  , 

7.  Should  the  Lancasterian  system  of  teaching   be   en- 

couraged ? 

8.  Some  of  the  means  for  securing  right  discipline. 


356  APPENDIX. 


Subjects  for  Discussion. 


9.  Is  a  resort  to  corporal  punishment  ever  necessary  ? 

10.  If  corporal  punishment  is  inflicted,  should  it  be  done 

in  the  presence  of  the  school  ? 

11.  Some  of  the  means  for  true  moral  culture. 

12.  Ought  the  subject  of  "manners"  to  receive  the  atten- 

tion of  teachers  ? 

13.  Should  youth  be  taught  only  those  things  which  will 

be  of  practical  use  in  life  ? 

14.  Ought  Normal  Schools  to  be  supported  by  the  State  ? 

15.  Some  of  the  modes  of  teaching  Reading ;  Spelling ; 

Grammar  ;    Geography ;  Arithmetic  ;    Composition  ; 
Penmanship,  etc. 

16.  To  what  extent  should  teachers  render  assistance  to 

their  pupils  ? 

17.  "What  influence  and  authority  should  a  teacher  aim  to 

exercise  out  of  school  ? 

18.  Should  pupils  be  allowed  to  play  in  the  school-room 

during  intermission  ? 

19.  Has  the  teacher  any  duties  relating  to  the  school-house, 

yard,  etc. 

20.  The   evils  of  absence,  and  means  for  preventing  the 

same. 

21.  The  evils  of  tardiness,  and  means  for  preventing  the 

same. 

22.  Will  the  possession  of  knowledge  merely  make  one  a 

successful  teacher  ? 

23.  What  are  some  of  the  requisites  for  success  in  teach- 

ing ? 

21.  Some  of  the  prominent  causes  of  failure  in  teaching. 
,25.  The  best  course  to  pursue  in  organizing  a  school. 

26.  Is  it  advisable  to  publish  a  special  code  of  laws  for  the 

government  of  a  school  ? 

27.  Should  teachers  keep  a  record  of  attendance,  recita- 

tion, and  deportment  ? 


APPENDIX.  357 


Subjects  for  Discussion. 


28.  The  duties  of  teachers  to  the  parents  of  their  pupils. 

29.  The  duties  of  parents  to  teachers. 

30.  Object-lessons,  —  their  importance  and  extent. 

31.  To  what  extent  should  oral  teaching  be  adopted  ? 

32..  Should  pupils  be  required  to  give  answers  in  the  pre- 
cise language  of  the  text-book  ? 

33.  *How  many  branches  may  a  pupil  profitably  pursue 

at  a  time  ? 

34.  *Should  pupils   be  required  to  study  out   of  school 

hours  ? 

35.  What  use  should  be  made  of  the  Bible  in  school  ? 

36.  What  should  be  the  frequency  and  length  of  recesses  ? 

37.  What  exercises  and  amusements  are  best  adapted  to 

recesses  ? 

38.  Are  school  prizes  or  rewards  to  be  commended  ? 

39.  Some  of  the  means  of  interesting  and  advancing  dull 

pupils. 

40.  Proper  method  of  conducting  recitations. 

41.  What  should  be  the  frequency  and  length  of  vacations  ? 

42.  How  should  examinations  be  conducted  ? 

43.  Some  of  the  means  of  professional  improvement. 

44.  The  duties  of  a  teacher  to  his  profession. 

45.  How  shall  parental   interest  and   co-operation  be  se- 

cured ? 

4G.  Some  of  the   advantages   of  Teachers'  Meetings  and 
Teachers'  Institutes. 

47.  The  relation  of  Common  Schools  to  higher  institutions. 

48.  The  true  importance  of  primary  schools. 

49.  The  difficulties  and  trials  incident  to  the  teacher's  vo- 

cation. 

50.  The  pleasures  and  rewards  incident  to  the  teacher's 

work. 


*  The  grade  of  school  will  modify  this. 


858  APPENDIX. 


Subjects  for  Discussion. 


51.  The  rights  of  pupils. 

52.  Truancy,  —  its  causes  and  cure. 

53.  The  duties  a  teacher  owes  to  the  community. 

54.  The  true  relation  of  teachers  and  committees. 

55.  Should  pupils  be  required  to  report  their  own  accounts 

of  deportment  and  recitations  ? 

56.  School   exhibitions,  —  how  to   be    conducted,  and  of 

what  good. 

57.  The  true  aim  of  the  teacher. 

58.  "Which  is  the  more  important,  —  to  keep  youth  from 

temptation  to  wrong-doing,  or  to  teach  them  to  with- 
stand temptation  when  exposed  ? 

59.  The  true  relation  of  teachers  and  school  committees. 

60.  Under  what  circumstances  should  pupils  be  expelled 

from  school  ? 

61.  What  should  be  the  true   object  of  all  disciplinary 

measures  ? 


TI1K    KXD. 


AJJ 


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